Rural Primary School Students Research Articles

Shaping the future: How robot programming education changes the attitudes of robotics among rural primary school students in a developing country

Shaping the future: How robot programming education changes the attitudes of robotics among rural primary school students in a developing country

Educational Comics Based-Local Folktales and Its Effects on Reading Literacy of Rural Primary School Students

Reading is a basic literacy that plays an important role in the intellectual development of students. Based on various surveys, it was identified that the reading competence of Indonesian students was very low. The research aims was to implement educative comics based on local folktale and examine its effect on increasing reading literacy of in rural rural primary school students. The research is a quasi-experimental design with pre-test-post-test non-equivalent control group design. The participants were 3rd grade elementary school students in rural Karanganyar Regency, Central Java, Indonesia. Sampling was done by purposive sampling and cluster random sampling technique. There were 58 students in the experimental group and 56 students in the control group from 2 different elementary schools, but their qualifications were both in the good category. In learning to read, the experimental group used educational comic books containing local folktales while the control group used texts containing local folktale. Reading literacy competency data was obtained through paper and pencil tests. The data obtained were analysed descriptively and inferentially using t-test. The results of the study prove that there is a significant effect of educational comics based on local folktale on students' reading literacy competence. Local folktale supported by images is suspected to facilitate the availability of context so that the substance of the text is easier to understand. Therefore, teachers are advised to use image support in learning to cover learning losses due to the pandemic, especially in rural schools which experience many obstacles in distance learning.

Strategies for Improving the Academic Achievement of Rural Primary School Students from the Perspective of Home-School Collaboration: The Influence of Parents' Positive Parenting Styles and Teacher Support

Strategies for Improving the Academic Achievement of Rural Primary School Students from the Perspective of Home-School Collaboration: The Influence of Parents' Positive Parenting Styles and Teacher Support

Depression Takes a Toll on Academic Performance: Evidence from Rural Students in China.

Depression is a growing public health concern around the world. For adolescents, depression not only impedes healthy development, but is negatively associated with academic performance. The purpose of this paper is to examine the prevalence of adolescent depressive symptoms in a sample of rural primary and junior high school students. Additionally, we examine various factors to identify subgroups within the sample that may be more vulnerable to depression. Finally, we explore the extent to which depression correlates with academic performance and conduct a series of heterogeneity analyses. We utilize cross-sectional data derived from 30 schools in underdeveloped regions of rural China encompassing primary and junior high school students (n = 1,609). We find a high prevalence of depression, with 23% and 9% of students experiencing general depression (depression score ≥ 14) and severe depression (depression score ≥ 21), respectively. Female gender, elevated stress and anxiety levels, boarding at school, exposure to bullying, and having depressed caregiver(s) are positively correlated with depressive symptoms, while high social support exhibits a negative association. Importantly, our analyses consistently show a significantly negative link between depression and academic performance, which is measured using standardized math tests. For instance, transitioning from a non-depressed state to a state of general depression (depression score ≥ 14) is linked to a decline of 0.348-0.406 standard deviations in math scores (p < 0.01). Heterogeneity analyses reveal that this adverse relationship is more pronounced for male students, boarding students, those with lower social support, individuals with more educated mothers, and those with lower family assets. Our findings underscore the high prevalence of depression in rural schools and the detrimental impact on academic performance. We advocate for the implementation of policies aimed at reducing student depression, particularly within vulnerable populations and subgroups.

Exploring the Disparity in Digital Media Literacy Between Urban and Rural Primary School Students: Insights from an Empirical Study in China

Exploring the Disparity in Digital Media Literacy Between Urban and Rural Primary School Students: Insights from an Empirical Study in China

A Comparative Study of Multiple Intelligences Profiles and English Language Achievement Among Primary School Students in Urban and Rural Areas

This research study aimed to measure and compare the MI profile of urban and rural primary school students to understand the relationship between intelligence type and English language learning. A cross-sectional research design was adopted to solve the query, and using purposive sampling techniques, two (02) of the schools, one each, i.e., urban &amp; rural, were selected, and twenty-six students from each school were included in the study sample. Both genders were given equal representation. A standardized test was used to measure the participants' MI; later, a test for grade-five level students was constructed to measure their proficiency in all language skills, i.e., listening, speaking, reading, and writing. The standardized and language proficiency test results were compared, showing a relationship between linguistic-verbal Intelligence and language learning, and has ultimately proved the theory proposed by Harward Gardner.

LIVE-STREAMING PERFORMANCE IN INQUIRY-BASED SCIENCE LEARNING WITH ACTION: TEACHERS’ PERSPECTIVES

Online teaching has become an imperative approach in today’s society. However, as an essential approach, using live streaming to teach students in small groups, particularly rural primary school students, has not been extensively studied. To address this gap, an inquiry-based model, predict-do/observe-quiz/discuss-explain-transfer (P-D/O-Q/D-E-T), was adopted for live streaming with action, and its performance was analysed. Reflection by teachers can lead them to a deeper understanding to capture the profound impact of an educational program. In the present study, eight teachers who had experience assisting rural students in this experiment were invited to rate their points of view on immersion, social interactivity, humanness, and value perception. Examining the consistency of teachers’ viewpoints using the hermeneutic method, the results showed that they highly supported viewing these four constructs using live streaming to conduct inquiry-based science learning with action. As expected, using live streaming to deliver teaching with the P-D/O-Q/D-E-T approach can enrich other online science teaching. Keywords: educational program, inquiry-based science learning, live-streaming, teachers’ perspective

Research on the Establishment of Extracurricular Reading Environments for Rural Primary School Students

Research on the Establishment of Extracurricular Reading Environments for Rural Primary School Students

Prevalence of Ear Disease and Associated Hearing Loss Among Government Rural Primary School Students in Patiala, Punjab: A Cross Sectional Survey.

Ear disease in children are a major public health problem in developing countries and if left untreated, it may result in various social and psychological problems for affected children. Among all ear diseases, ear infections are a common but treatable cause of morbidity in children. Long term consequences of persistent severe ear infection can result in speech development disorders, poor academic and educational development and overall lower quality of life. Most of ear diseases leading to hearing loss are preventable if diagnosed and treated early. A cross sectional study was conducted in Government Rural Primary School students, 2160 students in Patiala district of Punjab state in India with aim to study the prevalence of ear disease and associated hearing loss in students and their relationship with socioeconomic status. The data was collected, compiled and analysed statistically.

Research on the Psychological Defects of Primary and Middle School Students in Rural Areas

In recent years, China has experienced rapid economic development, but the problem of the uneven distribution of educational resources between urban and rural areas has also emerged. This problem has caused the educational gap and cognitive ability gap between rural children and urban children to gradually become larger, and rural children may even develop psychological problems such as low self-esteem and anxiety. Therefore, the focus of this paper is to study the psychological deficiencies of rural primary and secondary school students due to the unequal distribution of educational resources and the lack of family education. Through literature reading and analysis, this paper draws the following conclusions: the inequality of educational resources and the lack of family education can easily lead to psychological disorders such as low self-esteem, anxiety, and withdrawn personalities in rural primary and secondary school students.

Research on the development of urban and rural basic education based on analytic hierarchy method

In order to analyze the factors affecting basic education, such as the number of schools, the condition of basic equipment, the number of teachers, and the proportion of school area in elementary, middle, and high schools, we derived the time difference between urban and rural basic education for this period by finding various types of data for rural and urban areas from 2010 to 2022 and then comparing and analyzing the various types of data for rural and urban areas. The analytical hierarchy was then used to determine the importance of these indicators. This shows that the gap between urban and rural basic education has widened over time in these areas discussed. From 2010 to 2022, the changes in the penetration of information technology, the number of multimedia devices, the promotion rate, and the students' and physical education; satisfaction with the use of multimedia devices and the problems that teachers encounter when using multimedia were analyzed for both urban and rural primary and secondary schools. The TOPSIS integrated analysis was used to determine the most important influencing factors and their impact on the level of basic education. Finally, it was concluded that multimedia technology has both favorable and unfavorable effects on the level of basic education, but the favorable effects far outweigh the unfavorable effects, and overall it still greatly promotes the development of the level of basic education and helps to promote the balanced development of education. Before the implementation of the double reduction policy, we looked for the extracurricular tuition of rural and urban primary, middle and high school students, the promotion rate of rural and urban primary and secondary schools, and the proportion of extracurricular activities. Then we looked for corresponding data after the implementation of the double reduction policy, analyzed the correlation of these data, determined the impact of these data on the level of basic education, and used the analytical hierarchy to rank the importance of these factors. This policy has reduced the pressure of involutional competition for urban students and enriched their after-school life. For rural children, transfer rates have increased.

Integrating educational robot and low-cost self-made toys to enhance STEM learning performance for primary school students

ABSTRACT The application of STEM (Science, Technology, Engineering, and Math) education in solving real-world problems is challenging. To tackle this challenge, a project-based learning approach that integrates robots with cost-effective self-made toys to problem-solving was adopted to assist rural primary school students to apply STEM skills. The purpose of this study was to evaluate the effects of the project-based learning approach which includes lecturing and hands-on activities on primary school students’ STEM learning outcomes and attitudes. An experiment was conducted with 25 primary school students who voluntarily participated in a STEM summer-camp programme. Students were asked to assemble a paper house equipped with an IoT control module and LED light switches, and write and edit robot scripts to produce a robot-based storytelling narrative using the paper house they made as a context. The results show that the project-based learning approach was an effective approach for cultivating primary school students’ STEM knowledge and skills as evidenced from the post-written test. The relationships between the students’ STEM learning outcomes and attitudes were also confirmed by a clustering analysis. Students who had higher learning attitudes also achieved higher STEM learning outcomes; the findings are also supported by the feedback from the open-ended questionnaire items. This study suggests that integrating low-cost self-made toys and robots in project-based learning activities is an effective and practical approach to enhance primary school students’ learning outcomes and learning attitudes in STEM education.

Screen time among Chinese primary and middle school students from 2016 to 2017

To get a better knowledge of the current situation of screen time among primary and secondary school students in all provinces of China from 2016 to 2017. Data was from the China National Nutrition and Health Surveillance of Children and Lactating Women(2016-2017).275 monitoring points were selected from 31 provinces of China by multi-stage stratified cluster random sampling. A total of 280 primary and secondary school students from 2 primary schools, 2 junior middle schools and 1 senior high school were randomly selected from each monitoring point to complete the survey.73629 primary and secondary school students(except grade 9 and grade 12) were included in this study. From 2016 to 2017, the average daily screen time of Chinese primary and secondary school students was(1.65±1.54) hours, M(P25, P75) was 1.29(0.58, 2.21) h. In terms of provinces, the average daily electronic screen time of primary and secondary school students in Beijing, Tianjin, Jilin, Fujian, Guangdong and Hainan is more than 2 hours. In terms of rural and urban areas, the screen time of students in Beijing&apos;s rural and urban areas, Tianjin&apos;s rural areas, Hebei&apos;s urban areas, Liaoning&apos;s rural areas, Jilin&apos;s rural areas, Fujian&apos;s urban areas, Guangdong&apos;s urban areas, Guangxi&apos;s urban areas, Hainan&apos;s rural and urban areas, and Xinjiang&apos;s urban areas all exceeds 2 hours/day. Besides, screen times of rural primary and secondary school students in Beijing(Z=2.62, P&lt;0.01), Tianjin(Z=5.94, P&lt;0.01), Liaoning(Z=11.56, P&lt;0.01), Jilin(Z=-7.59, P&lt;0.01), Shanghai(Z=3.19, P&lt;0.01), Jiangsu(Z=12.00, P&lt;0.01), Zhejiang(Z=-4.80, P&lt;0.01), Anhui(Z=-4.67, P&lt;0.01), Jiangxi(Z=-3.29, P=0.01), and Sichuan(Z=-4.53, P&lt;0.01) are longer than that of urban students. There are urban-rural differences in the average daily electronic screen time and different types of electronic screen time of primary and secondary school students in China&apos;s provinces from 2016 to 2017.

Generalized anxiety disorder among rural primary and middle school students during the outbreak of COVID-19: a multicenter study in three southern Chinese cities

BackgroundThe major public health crisis caused by the rapid spread of the coronavirus disease 2019 (COVID-19) and the large-scale public health measures such as social isolation and school closures enforced by some countries have severely affected on the physical and mental wellbeing of children and adolescents globally. This study aimed to estimate the prevalence of the psychological impact and investigate the similarities and differences in the influential factors for generalized anxiety disorder among rural adolescents as a relatively lesser noticed population the outbreak of COVID-19.MethodsFrom May 11 to 22, 2020, a total of 1,179 adolescents, including Grade 5–6 in primary school and Grade 7–8 in middle school, were selected by multistage sampling in three Southern Chinese cities (Shantou, Guangdong Province; Hezhou, Guangxi Province; Nanchong, Sichuan Province), and completed the questionnaires including sociodemographic, generalized anxiety disorder, academic stress, coronaphobia, knowledge of COVID-19, and precautionary measures. ANOVA, Chi-square test, Kruskalwallis H test and multivariate linear regression were performed in the statistical analysis.ResultsThe average scores of generalized anxiety disorder during the past two weeks were 3.43 (SD 4.46), 4.47 (SD 5.15), and 4.10 (SD 4.94) in Shantou, Hezhou and Nanchong, respectively. For the pooled data, academic stress (P < 0.001), coronaphobia (P < 0.001), and precautionary measures (P = 0.002) contributed to the prediction of anxiety scores. Academic stress was significantly associated to anxiety symptoms in all cities (P all < 0.001). Coronaphobia was also significantly associated to anxiety symptoms in all cities (P all < 0.001).ConclusionThis study highlights the urgent need for researchers and policymakers to focus on the mental health of rural children and adolescents during the COVID-19 epidemic. The adolescents with academic stress and coronaphobia, the greater the risk that adolescents will suffer from anxiety, suggesting mental health counseling and professional family support are needed.

Education and EdTech during COVID-19: Evidence from a Large-Scale Survey during School Closures in China

In response to the COVID-19 epidemic, many education systems have relied on distance learning and educational technologies to an unprecedented degree. However, rigorous empirical research on the impacts on learning under these conditions is still scarce. We present the first large-scale, quantitative evidence detailing how school closures affected education in China. The data set includes households and teachers of 4,360 rural and urban primary school students. We find that although the majority of students engaged in distance education, many households encountered difficulties including barriers to learning (such as access to appropriate digital devices and study spaces), curricular delays, and costs to parents equivalent to between 3.5 and 6 months of income. We also find significant disparities across rural and urban households.

Rural Primary School Students’ Extracurricular Reading Problems and Their Coping Strategies

Rural Primary School Students’ Extracurricular Reading Problems and Their Coping Strategies

Practical Exploration of Social Emotional Ability Improvement on Rural Primary School Students in Western China: Take “Moving-Forward Social Emotion Course” of China Foundation for Rural Development as an example

Practical Exploration of Social Emotional Ability Improvement on Rural Primary School Students in Western China: Take “Moving-Forward Social Emotion Course” of China Foundation for Rural Development as an example

Variations in Rope Skipping Counts Among Rural Primary and Secondary School Students - China, 2013-2021.

Physical fitness is closely associated with children's development. Limited research has been published on the changes in physical fitness among Chinese children during the implementation of the Nutrition Improvement Program for Rural Compulsory Education Students (NIPRCES). This research utilized data from the NIPRCES between 2013 and 2021 to examine alterations in children's physical fitness levels. Over this period, there was a significant increase in the number of rope skipping counts among children. In 2021, variations in these counts were observed, which depended on factors such as age, gender, geographic location, and region. Physical fitness has been linked to a multitude of non-communicable diseases. Enhanced nutritional measures for children lead to significant improvements in their overall physical fitness, as evidenced by NIPRCES findings. It is crucial for policymakers to implement comprehensive interventions aimed at promoting and advancing children's physical fitness.

Pemerolehan Bahasa Kedua (B2) Murid Sekolah Rendah Luar Bandar di Perlis

This research aims to identify the level of second languags acquisition (B2) of rural primary school students in the state of Perlis. Then, applying the Theory of Behaviorisme B.F. Skinner who applied positive and negative reinforcement in language learning. Next, the research items used are five posters related to food and kitchen equipment. The findings of the study show that rural students quite weak mastery B2 vocabulary in the language acquisition test conducted. Nevertheless, the use of posters has helped them acquire B2 to be better. Therefore, B2, learning for rural student requires the use of interesting teaching aids such as picture posters.

ICT literacy, resilience and online learning self-efficacy between Chinese rural and urban primary school students.

In the process of large-scale online education during the COVID-19 pandemic, students' online learning has caused widespread public concerns. This study investigated the relationships between Chinese rural and urban primary school students' information communications technology (ICT) literacy, student resilience, and online learning self-efficacy in a large-scale online education environment during the pandemic in China. We compared 5,037 primary school students in rural areas to 5,045 primary school students in urban areas with matching gender and grade in nine regions in China's Guangdong province, using a survey comprising an ICT literacy scale, a student resilience scale, an online learning self-efficacy scale, and an ICT devices scale. The ICT literacy, resilience and online learning self-efficacy of primary school students in rural areas were significantly lower than those in urban areas (p < 0.01). The primary school students' ICT literacy was significantly associated with student resilience and online learning self-efficacy. Student resilience played a mediating role between ICT literacy and online learning self-efficacy, while the rural/urban area factor moderated the relationship between ICT literacy and student resilience. These findings suggest that ICT literacy is more scarce and important for primary school students in rural areas of China than for those in urban areas. Improving ICT literacy among primary school students can enhance students' resilience and thus improve their online learning self-efficacy, especially in rural areas.