Teacher Questionnaires Research Articles

Political instability and academic achievement in Nairobi County, Kenya

The researcher investigated relationship between political instability and academic achievement in Nairobi County, Kenya. The objectives of the study were to examine relationship between civil unrest and government- oppositional group conflicts, and academic achievement in Nairobi County, Kenya. The study employed correlation research design. The study sample size was 331 respondents comprising 52 teachers and 279 learners selected using simple random and purposive sampling techniques respectively. The data collection tools were questionnaires for both learners and teachers. Researcher ascertained research tools validity by getting relevant information on specific tools from experts and professionals in ministry of education. The reliability of tools was determined by cronbanch alpha co-efficient; which computed to 0.73. The descriptive statistics was presented in frequencies and percentages; while inferential statistics was analyzed using regression statistic technique. The study reviewed that civil unrest has significant relationship with academic achievement in Nairobi County, Kenya. The ggovernment-oppositional group conflict has significant relationship with academic achievement in Nairobi County, Kenya. Following study findings, the researcher concluded that there was significant relationship between political instability and academic achievement in Nairobi County, Kenya. The researcher therefore recommended that ministry of education should actively involve ministry of defense to counter civil unrest in the country to minimize cases of poor academic achievements. Government should collaborate with opposition party to reduce cases of government-opposition group conflicts. The study may form bases for further studies in related field.

THE DEVELOPMENT OF PROJECT BASED LEARNING E-MODULE ABOUT STRUCTURE AND FUNCTION OF LIVING CREATURES TOPIC

The general background of this research is the limited teaching materials equipped with project-based learning assessment instruments as recommended in Kurikulum Merdeka. The purpose of this research is to produce a Project Based Learning (PjBL) based e-module on the structure and function of living creatures topic that is valid, practical and effective.The type of research used is Research and Development (R&D) with 4-D model’s consisting of the stages of defining, designing, developing and disseminating. However, this research was only untill the development stage due to time constraints. The research instruments consist of teacher questionnaires, student questionnaires, validity test questionnaires, practicality test questionnaires, and effectiveness test questionnaires. The data obtained was analyzed using a formula to analyze the results of validity, practicality and effectiveness tests. The research results show that the PjBL-based e-module developed is valid with an average 88%. The level of practicality is practical with an average 88%. The level of effectiveness is effective which is 84% ​​on average. Based on the research results, it can be concluded that the PjBL-based science learning e-module on the material Structure and Function of the Body of Living Creatures meets the valid, practical and effective categories.

INFLUENCE OF TEACHER COLLABORATION ON THE LEARNERS ACADEMIC ACHIEVEMENT IN CHEMISTRY IN PUBLIC DAY ORDINARY LEVEL SECONDARY SCHOOLS IN RWANDA A CASE OF RUHANGO DISTRICT

Teachers are the key actors in guaranteeing effective teaching and learning processes. This study examined the influence of teacher collaboration on learners academic achievement in chemistry in public day ordinary secondary schools in Rwanda, Ruhango District. The specific objectives were: to determine the influence of peer coaching among teachers on learners academic achievement in chemistry, to determine the influence of team teaching on learners academic achievement in chemistry, and to determine the influence of professional dialogues among teachers on learners academic achievement in chemistry. The study will be important for the government, education policymakers, school managers, and development partners in education, among others. The study adopted a cross-sectional survey design and targeted 936 individuals including 57 headteachers, 57 deputy headteachers, and 822 teachers from selected schools in Ruhango district. A sample size of 281 respondents was selected using simple random sampling to choose teachers. Headteachers and deputy headteachers were selected using purposive sampling. Data was collected using questionnaires for teachers and interviews for headteachers and deputy headteachers. The collected data were edited, coded, and entered into IBM SPSS Version 26 for analysis. Descriptive statistical tools such as mean, frequency, and percentages were computed while inferential statistics involved correlation analysis. Pearson correlation coefficient and beta coefficients were calculated. The findings were presented in tables. The research findings proved that teacher collaboration affects learners achievement in chemistry. The research findings show teachers engage in team teaching (55.9%), peer coaching (54.4%), and professional dialogue (50.7%). Respondents notably confirmed that students performance in chemistry had improved in chemistry assessments due to collaborative teaching strategies (52.4). Findings confirm a strong positive correlation ranging from 0.77 to 0.846 between teacher collaboration and learners achievement in Chemistry. This suggests that as teachers collaborate more effectively through methods like team teaching, peer coaching, and professional dialogue, students academic performance in Chemistry improves significantly. Therefore, the researcher concludes that structured and frequent collaboration among teachers is a key factor in boosting student achievement in science subjects. Schools that prioritize teacher collaboration can expect better syllabus coverage, improved student engagement, and higher completion rates in Chemistry. In light of these findings, regular, targeted workshops, seminars, and peer coaching sessions should be organized to provide teachers with both the theoretical knowledge and practical skills necessary for effective collaboration. Such professional development activities would allow teachers to exchange best practices, develop new teaching strategies, and support each other in creating a more engaging learning environment for students. Further research could be done on the effect of teacher collaboration on learner Engagement, longitudinal study on the impact of teacher collaboration on learners Achievement in secondary schools, and the role of teacher collaboration in enhancing learners achievement across different subjects in secondary education.

EFFECT OF IN-SERVICE TEACHER TRAINING PROGRAM ON TVET TRAINERS PERFORMANCE IN TECHNICAL SECONDARY SCHOOLS IN RWANDA,A CASE OF KICUKIRO DISTRICT

The general objective of this study was to examine the influence of an in-service teacher training program on the performance of TVET trainers in Kicukiro district. Specifically, this studys objectives were: to identify the level to which TVET trainer receive in-service teacher training program in Technical Secondary School Kicukiro District, to assess the level of performance of TVET trainers in Technical Secondary Schools in the Kicukiro District and to evaluate the relationship between in-service training program and TVT trainers performance in Technical Secondary School Kicukiro District. The combination learning theory and system theory was served as the researchers guide. The studys population was 207 people (197 teachers and 10 head teachers) from all of the Kicukiro Districts Technical Secondary Schools. The survey was designed in a descriptive manner. A sample size of 137 was chosen using Yamanes formula. Using random sampling and purposeful selection, the population was chosen as the sample size for the study. Every questionnaire was dispersed by the researcher. The format of the analysis was influenced by the particular qualitative and qualitative methodology employed as well as the format of the data. The data that was collected in this study was examined and displayed in the order of the research objectives utilizing frequency, percentages, and tables as descriptive statistics. Data was gathered via teacher questionnaires and head teacher interview guides. The researcher examined and interpret the results after going to the field. The study found that 84.5% of the respondents agreed that they participate in service teacher training program every time, 94% of the respondents agreed that In-service teacher training program is very necessary for all teachers, 52.5 of the respondents disagreed that In-service teacher training program is only for new teachers, 57.6% of the respondents Disagreed that In-service teacher training program is necessary for old teachers while 60.5% of the respondent disagreed that In-service teacher training program is not necessary at all. 83.8% of the respondents agreed that their participation in an in-service teacher training program has helped them improve personalities and instructional techniques in the classroom and at school, 89.7% of the respondents agreed that with the help of the in-service teacher training program, and they are able to acquire new methods of classroom management and instruction, while 94.1% of the respondents agreed that the in-service teacher training program motivates and makes teachers love their professions.The research suggests that the Ministry of Education, education planners, and stakeholders should enhance in-service training programs for TVET trainers in Kicukiro District, Rwanda, focusing on upgrading technical skills, improving instructional methodologies, establishing robust monitoring mechanisms, and investing in infrastructure.

Integrating islamic values and ecopreneurship in biology: E-lkpd as a learning tool

Integrating entrepreneurship into various subjects, particularly biology, helps foster creativity and problem-solving skills. Often seen as theoretical, biology can link to entrepreneurship through eco-friendly activities. This study aims to develop electronic worksheets (E-LKPD) as a learning tool based on ecopreneurship to increase students' interest in entrepreneurship, especially in waste recycling, within an Islamic context. The method used is Research and Development (R&D) with a 4-D development model Thiagarajan (Define, Design, Develop, and Disseminate), which is modified into 3D (without Disseminate). The instruments used in this research included a checklist of student’s worksheets, interview sheets, content validity for student worksheets, teacher and student response questionnaires, and pre-questionnaire and post-questionnaire entrepreneurship interests. The development process involved validity testing by nine experts, readability testing by 15 students, and field trials by one biology teacher and 36 students. The results showed that the E-LKPD had a very high validity and readability. Teachers and students gave positive feedback during the field trials, and the entrepreneurial interest of students increased significantly, moving from a high to a very high category after using E-LKPD. It indicates that the electronic worksheets are valid and practical for enhancing entrepreneurial interest within biology, particularly in environmental awareness and sustainability. E-LKPD based on ecopreneurship also successfully integrates Islamic values, such as responsibility and concern for the environment. In this way, students not only get academic knowledge, but also entrepreneurial skills.

E-modul IPS Kekayaan Budaya Indonesia Berbasis Karakter Toleransi dan Cinta Tanah Air Untuk Kelas IV Sekolah Dasar

This research is motivated by the limitations of teachers in utilizing technology to develop engaging and effective teaching materials, which impacts students' motivation and understanding of learning. The study aims to produce a valid, practical, and effective character-based IPS e-module. The research employs the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. Data collection involved validation instruments from material, language, and media experts, as well as practicality questionnaires for teachers, student response questionnaires, and pretest and posttest questions. Data analysis utilized both qualitative and quantitative techniques. Subjects included teachers and 20 fourth-grade students from a public elementary school in Malang Regency. Results showed validation scores of 92.3% from material experts, 95% from language experts, and 97.5% from media experts, all categorized as very valid. Teacher practicality was rated at 98%, and student responses at 92.5%, both deemed very practical. Effectiveness, measured by the n-gain test, scored 78.06, indicating effectiveness. These results indicate that the character-based IPS e-module provides engaging material, making it easier for students to understand the content, increasing motivation and learning outcomes, and fostering student character development. The e-module makes learning interactive, with students feeling enthusiastic and actively engaged. The character-based IPS e-module can be used as an innovative learning media by integrating character values, making learning more meaningful.

Development of electronic students’ worksheets based on problem-based learning on air pollution material

This research is development research with the aim to produce teaching material products in the form of PBL-based electronic student worksheets on air pollution sub-materials that will be used during the learning process, so that students can be more active and independent. This type of research is development research using the ADDIE model (analysis, design, development, implementation, evaluation), but this research is limited to the development stage. This research was conducted at State Senior High Schools in Palembang in the 2023/2024 school year. The sample in this study was class X students totaling 12 people. Sampling in this study using purposive sampling technique. electronic student worksheets are designed using the Canva and liveworksheets applications; after completing the design of electronic student worksheets, they are assessed by material and media validators using an instrument in the form of a validation questionnaire. After the electronic student worksheet is declared valid, the electronic student worksheet is applied to students in a small group trial. Based on the validation results with the Kappa calculation, the electronic student worksheets were declared valid with a Kappa value of 1. Electronic student worksheets also fall into the very practical category based on the teacher's practicality questionnaire which obtained a percentage of 100%, while the students' practicality questionnaire obtained an average percentage of 90.68%. Based on the results of the validation and practicality questionnaires of teachers and students, it can be concluded that PBL-based electronic student worksheets are valid and feasible to use during the learning process on air pollution sub-materials.

Canva-based E-comic on the Dangers of Plastic Waste Environment as Learning Media for IPAS Effectively Improve Learning Outcomes

The decline in IPAS learning outcomes and focus on the material on the dangers of plastic waste is indicated by the unawareness of disposing of waste in its place. The purpose of this study was to develop Canva-based E-comics on the material of the Dangers of Plastic Waste for the Environment as an Effective IPAS Learning Media to Improve Learning Outcomes. The subjects used were fifth grade students of SDN Ngijo 01 Semarang. The method used is development research with the ADDIE model. Data collection used interviews, observations, tests, and questionnaires. Data analysis used descriptive and inferential statistical techniques. Development through five stages namely analysis, design, development, implementation, and evaluation. The results of media feasibility included a feasible category based on the assessment of material experts, media experts, linguists, and teacher and student response questionnaires. The effectiveness of e-comic is in the effective category to be used based on the increase in student learning outcomes after using this media. The conclusion is that the Canva-based e-comic media developed is valid, feasible, and effective in the teaching and learning process of the material on the dangers of plastic waste in IPAS subjects.

PARENTAL INVOLVEMENT IN TRAINING ON THE TRANSITIONING OF LEARNERS WITH INTELLECTUAL DISABILITY FROM SCHOOL TO EMPLOYMENT IN NAIROBI CITY COUNTY, KENYA

This study sought to investigate parental involvement and transitioning of learners with intellectual disabilities from school to employment in Nairobi City County, Kenya. The study utilized a descriptive survey research design. The study targeted 5 SNE centers, 65 SNE teachers, 5 head teachers and 900 parents with learners with ID. Purposive sampling was used to obtain the 5 SNE centers, 65 SNE teachers and 5 head teachers who were used for the study, while stratified sampling techniques were used to obtain 90 parents to participate in the study. Questionnaires for SNE teachers, interview schedules for head teachers, and focus group discussions for parents were administered for primary data collection. The validity and reliability of the instruments was ascertained through pilot testing. Data collected was subjected to Statistical Packages for Social Sciences (SPSS) version 27 for analysis and presented using frequency tables, percentages and figures. The study findings revealed concerning gaps and challenges. Teachers expressed mixed perceptions regarding parental understanding of ID needs (11.3% strongly disagreeing, 16.1% disagreeing, 27.4% unsure, 33.9% agreeing, 11.3% strongly agreeing). Similarly, there were discrepancies in perceptions of parental involvement in training programs (11.3% strongly disagreeing) and satisfaction with communication about transition (22.6% strongly disagreeing). The study concluded that parental involvement is critical in supporting the successful transition of learners with ID from school to employment. The dissatisfaction expressed by teachers regarding the overall collaboration and transition planning process indicates a clear need for schools to enhance communication strategies, establish structured engagement opportunities, and provide more support for parental involvement. The study recommended that school administrators should promote inclusive policies that mandate schools to engage parents as equal partners in the identification and planning processes for learners with ID. Provide resources and training for educators to facilitate effective collaboration with parents, ensuring that transition plans are tailored to meet each child's unique needs. The Ministry of Education, through quality assurance, should conduct training sessions for educators focused on effective communication strategies with parents of learners with ID. These sessions should emphasize the importance of clear, accessible, and culturally sensitive communication.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0735/a.php" alt="Hit counter" /></p>

Influence of Planning on Implementation of Inclusive Education in Regular Primary Schools in Samia Sub-County, Kenya

Inclusive schooling is defined as the practice of including everyone irrespective of talent, disability, socio – economic background or cultural origin in supportive regular schools, classrooms where all students’ needs are met (Stainback and Stainback, 2000). This study focuses attention on the influence of planning on implementation of inclusive education in the regular primary schools in Samia District. The researcher used descriptive research. The study utilized a sample of forty-nine (49) teachers who are in the four schools practicing inclusive education. The researcher used simple random sampling for sampling the population. Each and every member had an equal and independent opportunity in the selection, (Kombo and Tromp, 2006). The four schools practicing inclusive Education in the District were included. The schools shared similar socio-economic, political and cultural background. Pilot study was done in a school outside the district because of the fewer schools practicing inclusive education in the district. An interview schedule for the teachers in charge, questionnaires for the head-teachers, different questionnaire for the regular teacher population and another questionnaire for teachers in the units were administered. Observation schedule was also carried out. Findings in the study indicated that the regular teachers were not trained to handle learners with Special needs. The government has tried to provide teaching/learning resources to the regular learners but not provided for learners with special needs for example Braille. Schools were not constructed to favour learners with special needs since there were no facilities like adopted toilets, ramps and the like. Most children identified to these schools are intellectually challenged and a few from other categories. The research recommends that every regular teacher should be trained to handle children with special needs for proper accommodation in schools, availability of adequate facilities and all-round personnel to carter for the diversity such as medical personnel, community at large should be sensitized on the values of accommodation of the diversity. Finally, the research recommends that before implementation of inclusive education can be emphasized, there should be effective planning since it is a powerful weapon in any educational system

TEACHER OPINION ABOUT USING PROBLEM-BASED LEARNING IN TECHNOLOGY AND ENGINEERING EDUCATION

A school for the 21st century requires innovative approaches to learning and teaching. The presented research investigates the current state of innovative teaching methods, particularly problem-based learning (PBL), among teachers of the subject Technology and Engineering (TE) in Slovenian lower secondary schools. The main aim of the research was to determine the attitude towards such innovative teaching approaches, how often innovative teaching methods are used, how teachers perceive their importance, and finally, according to the teachers, how they are qualified for this. In the research, an appropriate questionnaire for teachers is developed. Qualitative and quantitative research was conducted using an online survey and statistical data processing. The online survey results showed that teachers positively assess the importance of using PBL, which is perceived as a more challenging method than traditional teaching methods. Despite numerous challenges, teachers express high motivation to improve their teaching practices. Based on the data obtained, it is found that teachers' knowledge is assessed less positively than their competence assessment, which indicates the need for more accurate methods of evaluating knowledge and emphasizes the importance of continuous professional development. The research findings could be important for improving teaching practices and promoting innovations in the educational process. High motivation and readiness of teachers to accept innovative pedagogical approaches can contribute to a better learning environment and the development of a more competent teacher in the future. Keywords: continuous professional development, innovative teaching methods, problem-based learning, student motivation, teacher competence, technology and engineering

Influence of School Working Conditions of Teachers’ Turnover on Learning Achievement in Biology in Public Secondary Schools in Garissa County, Kenya

The modern propensity toward multi-disciplinary research and the alignment of scientific knowledge from different fields has led to significant overlap of the field of Biological sciences with other scientific disciplines. Modern principles of other fields such as Chemistry, Medicine, and Physics are integrated with those of Biology in areas such as Biochemistry, Biomedicine, and Biophysics, making Biology a valuable subject to humankind. However, the government’s inability to retain qualified and experienced teachers in some schools due to high turnover impacts negatively on the students’ learning achievement in this subject. This paper looks into the influence of school working conditions of teachers’ turnover on learning achievement in Biology in public secondary schools in Garissa County. The study was conducted using pragmatic worldview and adopted a convergent mixed-methods design. With a target population of 2786 respondents from 40 public secondary schools, a sample size of 387 respondents was obtained. Using stratified random sampling, 27 schools were selected from which 336 students and 51 teachers of Biology were randomly and purposively drawn respectively. Data collection was done using Biology teacher questionnaire and document analysis guide. The quantitative data was analyzed using descriptive and inferential statistics while qualitative data was analyzed thematically. The study findings showed that school working conditions (r=0.73, p<0.05) had a positive significant correlation with students’ learning achievement in Biology. Qualitative data findings revealed that majority of the teachers intended to transfer from rural to urban schools on the basis of unsuitable working conditions and insecurity. The study concluded that school working conditions of teachers’ turnover influenced low learning achievement in Biology in the study area. The study therefore, recommended strategies that should lower teacher turnover and increase learning achievement in Biology as follows; school principals should provide good leadership and adequate instructional resources for effective teaching of Biology while the government should post security officers to every learning institution in Garissa County to safeguard the non-local teachers’ safety and security

Development of Local Culture-Based Image Media to Improve Student Learning Outcomes on the Material of Arithmetic Operations of Multiplication of Natural Numbers

The aim of this research is to develop Image Media learning media to calculate the multiplication of natural numbers for class II students at SDN Tejamari, Baros District. This research uses the type of research and development (R&D) from S. Thiagarajan's development model, which has 4 stages of development, namely defining, designing, developing and disseminating. The media developed is validated by material experts and media experts before conducting initial field trials on students. Data was collected using questionnaires from media experts, material experts, class II teacher questionnaires, student questionnaires, interview observations and documentation. Data resulting from research were analyzed using quantitative and qualitative analysis techniques. Based on the validation results, material experts got a score of 46 with a percentage of 83% with the criteria "Good", validation from media experts with a score of 44 with a percentage of 88% with the criteria "Very Good", and the results of class II teacher validation with a score of 99 with a percentage 94% with "Very Good" criteria. As for the results of the initial field trials, the percentage was 90% - 100% with the criteria "Very Good". Overall, the learning media Image Media is suitable for use by making it easier to calculate multiplication of natural numbers by students who have difficulty calculating multiplication using direct observation. This image media makes it easier for students to learn multiplication. Based on the results of the Pre-Test before using image media and the Post-Test using image media, the average score was 0.898 with high criteria. And obtained an N-Gain percentage score of 89.833 in the effective category. So, the learning media Image Media has been effectively used for students in improving learning outcomes for the arithmetic operation of multiplying natural numbers.

Integrating Scientific Approaches in Digital Learning Materials to Improve Spatial Abilities in Cube Geometry: A Research and Development

This research aims to determine the level of validity, practicality and effectiveness of digital teaching materials based on a scientific approach, so that they can improve students' spatial abilities in cube material. This type of research is development research with the ADDIE development model. Research instruments in the research include questionnaire validation sheets, lesson plan validation sheets, digital teaching material validation sheets, test instrument validation sheets, spatial ability tests, as well as teacher and student response questionnaires to digital teaching materials. The research results show that: (1) the scientific approach-based digital teaching materials developed have met the validity criteria based on validator assessments with the average validity of digital teaching materials for material being 3.44 and 3.82 for media in the very appropriate category; (2) the scientific approach-based digital teaching materials developed have met the practicality criteria through: a) the results of the student response questionnaire to digital teaching materials show a practicality percentage of 82.75% in the very practical category, b) the results of the teacher response questionnaire to digital teaching materials show practicality percentage 91.67% in the very practical category; (3) The scientific approach-based digital teaching materials developed meet the effective criteria with: a) classical student learning completeness of 90%, b) more than 65% of students have achieved 75% of the learning objectives for each indicator, c) increasing students' spatial abilities After using digital teaching materials, it can be seen from the students' average score increasing from 47.67 in the pretest to 86.50 in the posttest. The results of the N-Gain analysis which shows that students' spatial abilities have increased by 0.725, meaning they are in the high category.

7912 Children's Neurodevelopmental Outcomes at School-Age After Conception with Hysterosalpingography Using Iodinated Contrast Media

Abstract Disclosure: S. Keestra: None. C. Kooper: None. N. van Welie: None. K. Dreyer: Grant Recipient; Self; research grants from Guerbet. Speaker; Self; travel and speaker fees Guerbet. R. van Eekelen: None. T. Roseboom: None. J. Oosterlaan: None. B. Mol: Consulting Fee; Self; Organon Laboratories, Norgine, Merck. Grant Recipient; Self; Merck. Stock Owner; Self; ObsEva. M. Finken: None. V. Mijatovic: Grant Recipient; Self; Guerbet, Merck, Ferring Pharmaceuticals. Speaker; Self; Guerbet, Merck, Ferring Pharmaceuticals. M. Königs: None. Thyroid hormone sufficiency in pregnancy is vital for children's neurodevelopment. Exposure to iodine excess can cause transient disruption of thyroid hormone synthesis through the Wolff-Chaikoff effect. Iodinated contrast media are commonly utilized in hysterosalpingography (HSG) as part of female fertility work-up. When conception occurs shortly after HSG with iodinated contrast, a temporary reduction of maternal and/or foetal thyroid hormone synthesis could jeopardize children's neurodevelopment. We compared the neurodevelopmental outcomes of 6-9-year-old children (n=69) conceived <6 months after HSG with 5-10 ml of oil-based contrast (iodine content: 480mg/ml) or water-based contrasts (iodine content: 250mg/ml) in the follow-up of a nationwide randomised controlled trial (H2Oil trial; Netherlands; 2012-2014; NCT05168228). A community sample of naturally-conceived children (n=44) with similar age, sex and parental education was used as a comparison group (NTR9574). Primary outcomes were intelligence (Wechsler’s Intelligence Scale for Children V), behaviour questionnaires for parents and teachers (Strengths and Difficulties Questionnaire (SDQ); Strengths and Weaknesses of ADHD Symptoms And Normal behaviour (SWAN)), and academic performance. Secondary outcomes were neurocognitive domains assessed in computerized tasks focussing on Processing & Control, Verbal Memory, Visual Memory, Verbal Working Memory, Visual Working Memory, and Visuomotor Integration (Emma Toolbox for Neurocognitive Functioning). We adjusted linear regression models for age, sex, and parental education, applying FDR correction for multiple comparisons. Additional analysis looked at children conceived within 4 weeks, 4-12 weeks, or >12 weeks after HSG. Children conceived <6 months after HSG had lower performance on intelligence tests (-6.81; 95%CI -10.97 to -2.65; p=0.02) and the neurocognitive domain Processing & Control (-0.52; 95%CI-0.84 to -0.19; p=0.02), with processing speed and consistency affected. No differences were found for other neurocognitive domains, behaviour or academic performance. In comparison to naturally-conceived children, children conceived <4 weeks after HSG had lower performance on intelligence tests, but there was no difference for children conceived 4-12 weeks and >12 weeks after HSG. Replication studies with higher power are needed to further evaluate the safety of iodinated contrast media use periconception, including their effects on thyroid function and children's neurodevelopment. Closer monitoring and treatment of thyroid dysfunction in the months following HSG may be warranted. Presentation: 6/1/2024

Neurodevelopmental outcomes of school-age children conceived after hysterosalpingography with oil-based or water-based iodinated contrast: long-term follow-up of a nationwide randomized controlled trial.

Does preconceptional exposure to oil-based iodinated contrast media during hysterosalpingography (HSG) impact children's neurodevelopment compared with exposure to water-based alternatives? Our study found no large-sized effects for neurodevelopment in children with preconceptional exposure to oil-based iodinated contrast media during HSG compared with water-based alternatives. HSG is widely used as a diagnostic tool in the female fertility work-up. Tubal flushing with oil-based iodinated contrast has been shown to enhance fertility outcomes in couples with unexplained infertility, increasing the chances of pregnancy and live birth compared with water-based alternatives. However, oil-based contrast contains higher doses of iodine and has a longer half-life, and concerns exist that iodinated contrast media can affect women's iodine status and cause temporary (sub)clinical hypothyroidism in mothers and/or foetuses. Considering that thyroid hormones are vital to embryonal and foetal brain development, oil-based contrast media use could increase the risk of impaired neurodevelopment in children conceived shortly after HSG. Here we examine neurodevelopmental outcomes in school-aged children conceived after HSG. This is a long-term follow-up of the H2Oil trial in which oil-based or water-based contrast was used during HSG (Netherlands; 2012-2014; NTR3270). Of 369 children born <6 months after HSG in the study, we contacted the mothers of 140 children who gave consent to be contacted for follow-up. The follow-up study took place from January to July 2022 (NCT05168228). The study included 69 children aged 6-9 years who were conceived after HSG with oil-based (n = 42) or water-based contrast (n = 27). The assessments targeted intelligence (Wechsler Intelligence Scale for Children), neurocognitive outcomes (computerized neurocognitive tests), behavioural functioning (parent and teacher questionnaires), and academic performance. Linear regression models, adjusted for age, sex, and parental educational attainment were employed to compare groups. School-aged children born to mothers after oil-based contrast HSG did not significantly differ from children born to mothers after water-based contrast HSG, in regards to intelligence, neurocognitive functioning, behavioural functioning, or academic performance, with the exception of better performance for visuomotor integration functions in children exposed to oil-based contrast preconception. After exploratory correction for multiple comparisons, none of the group differences was statistically significant. The small sample size of this follow-up study limited statistical power. This study provides evidence for the absence of large-sized differences between preconceptional exposure to the two contrast media types but does not rule out more subtle effects on neurodevelopment compared to naturally conceived children without preconceptional exposure to HSG. This study contributes to our knowledge about the long-term effects of different types of iodinated contrast media used in fertility work-up, indicating that choosing oil-based over water-based iodinated contrast media is unlikely to have major effect on the long-term neurodevelopmental outcomes of children conceived shortly after HSG. However, further research should focus on the overall safety of iodine exposure during HSG, comparing children conceived after HSG to those conceived naturally as both types of contrast contain high amounts of iodine. The original H2Oil randomized controlled trial was an investigator-initiated study that was funded by the two academic hospitals now merged into the Amsterdam University Medical Centre. The current follow-up study (Neuro-H2Oil) is funded through a research grant awarded to the authors by the Amsterdam Reproduction & Development (AR&D) research institute. S.K. is funded by a AMC MD/PhD Scholarship from the Amsterdam UMC. S.K. reports holding voluntary roles in the civil society organizations Universities Allied for Essential Medicines and People's Health Movement. V.M. reports receiving travel and speaker fees as well as research grants from Guerbet, Merck and Ferring. K.D. reports receiving travel and speaker fees as well as research grants from Guerbet. BWM is supported by a NHMRC Investigator grant (GNT1176437) and reports consultancy, travel support and research funding from Merck, consultancy for Organon and Norgine, and holding stock from ObsEva. The other authors report no conflict of interest. NCT05168228.

Co-creation and implementation of a healthy lunch at Dutch primary schools in disadvantaged neighbourhoods: design of a cluster randomised cross-over effectiveness study

IntroductionThe majority of children fails to have a healthy diet. Providing a healthy lunch at school is a way to target all children, regardless of ethnic and socioeconomic background. This...

Effects of Classroom Management Strategies on Students’ Behavior Regulation in Boarding Secondary Schools in Rwanda: A Case of Muhanga District

This study aims to investigate the effect of classroom management strategies on students’ behavior regulation in boarding secondary schools in Rwanda, a case of Muhanga district. The study was guided by three specific objectives which are to determine the influence of establishing clear classroom rules on students’ engagement and academic performance in boarding secondary schools in Muhanga district, to determine the effect of proactive planning in teaching on behavior regulation in boarding secondary schools in Muhanga district, Rwanda, to assess the effect of gamified personal learning plans in teaching on students’ behavior regulation in boarding secondary schools in Muhanga district. The study was guided and supported by social learning theory. Survey with mixed- approaches was employed in this study. The target population in this research was 5750 respondents including 5290 boarding secondary school students, 414 teachers, 23 directors of discipline and 23 boarding school head teachers. Directors of discipline and head teachers were selected through purposive sampling while simple random sampling was used to select teachers and students. The study used questionnaires for teachers and students and interview guide for directors of discipline and head teachers in data collection due to their availability and daily responsibilities. Data analysis employed SPSS, version 22.0 and data were summarized into means, percentage, standard deviation, correlation coefficients and coefficients of regression. The findings highlighted the significant impact of clear classroom rules on students’ behavior, with 73.8% of students affirming their positive influence and a high mean score of 4.232. While 54.4% reported consistent enforcement, some inconsistencies remain. Teachers overwhelmingly agreed on the importance of these rules in reducing disruptions, achieving a perfect mean score of 5.000, though only 26.9% feel they communicate rules consistently. Proactive planning shows mixed results, with low scores for technology use in lessons (2.293) but more support for structured environments (3.404). Additionally, gamified personal learning plans (GPLPs) are positively perceived by students and teachers, with 53.8% believing they enhance focus and strong support for rewards in maintaining discipline.

ICT in Teaching Foreign Language in a Ukrainian University

Modern technologies play such an essential role in human life that it is impossible to imagine a full-fledged existence without them. Their application is possible in almost any field of economy, improving human’s life and increasing the efficiency of work. Technologies in education give students and teachers access to a much more considerable amount of information and opportunities compared to learning without technology. Today a student can learn a foreign language directly by hearing it not only in a video or audio recording, but also with the help of various applications, communicating with native speakers, learning their culture. Many scholars have been researching the role of ICT in language learning and have proved its effectiveness. The aim of the article is to determine the role of ICT in foreign language learning at Ukrainian Universities. In addition, we conducted a questionnaire of the English language teachers to determine the frequency of ICT usage at lectures. The results of the researched proved the hypothesis, set in the research, that the younger the teachers, the more often and diversely they use modern technologies in the educational process. Using ICT in teaching foreign languages requires not only the will and time of the teacher but also the skills and abilities to use modern technologies and Internet resources. The introduction of ICT in the educational process will have a positive effect on the results of student learning, among which we will highlight student interest in the educational process, modern and practical materials, immersion of students in the language and cultural environment, the opportunity to better study and master the academic material, communicate with native speakers.

GAME MEDIA BASED ON LOCAL WISDOM TO IMPROVE PRIMARY SCHOOL STUDENTS' CRITICAL THINKING ABILITIES

This research aims to analyze the effectiveness test of interactive game media using Educandy based on local wisdom to improve the critical thinking skills of class V students which include C4 (analyzing), C5 (concluding) and C6 (creating). The research method is Research and Development (RnD) with the ADDIE Model which consists of 5 stages, namely Analysis, Design, Development, Implementation and Evaluation. Data collection instruments are interviews, expert validation questionnaires, practitioner questionnaires, pre-test and post-test questions, teacher and student response questionnaires. Data analysis used Paired sample T-Test and N-Gain tests with the help of SPSS 26.00 software. The research data shows that the recapitulation of expert scores was 90.14% in the media, including the valid category, the expert practitioner results were 86.67%, including the very practical category, and the average teacher response score was 90%, while the students' results were 87.1. % which means very valid and interesting. The results of the Paired Sample T-Test and N-Gain different tests show a significance value of 0.00 or ≤ 0.05, which means there is a difference before and after the use of game media. So, it can be concluded that interactive game media uses Educandy based on local wisdom fulfills the categories of valid, practical and interesting to use in learning and is effective for improving the critical thinking skills of fifth grade elementary school students.