School Activities Research Articles

Building Back Better: Exploring the Resilience of Schools in Disaster Recovery

As natural and human-made disasters escalate globally, the urgency to rebuild resilient communities is increasingly evident. With this study, Building Back Better: Exploring the Resilience of Schools in Disaster Recovery explores the experiences, disaster recovery, challenges, coping mechanisms, and insights of three school administrators and four teachers designated as school Disaster Risk Reduction coordinators in the Monkayo East District of Davao de Oro. This study utilized qualitative phenomenological study to delve into the lived experiences of educational professionals during post-disaster recovery. This research aims to gain a deep understanding of the challenges, coping mechanisms, and insights from a purposive sample of four teachers designated as school Disaster Risk Reduction coordinators and three school administrators who have directly engaged with the recovery processes following natural disasters. The data were gathered through an in-depth face-to-face interview and used an audio recorder to record the discussion. The significant finding from the study is the multifaceted and long-lasting impact of disasters on students' learning environments. This finding highlights how disasters not only cause physical damage to school infrastructure but also disrupt the educational process, widen achievement gaps, and affect the emotional well-being of students. The disruption of normal routines and the psychological stress experienced by students underscore the critical need for comprehensive recovery strategies, including academic support and mental health resources, to help students regain stability and continue their education effectively. This emphasizes the importance of preparedness and resilience in educational institutions to mitigate the impact of such crises. This study highlights the need for timely assessments, repairs, and coordination with local authorities to ensure the structural integrity of school facilities. It underscores the importance of disaster preparedness and the implementation of robust recovery strategies to mitigate the impact on the educational environment and maintain a safe and conducive learning space. This focus on infrastructure is foundational, as it directly influences the ability of schools to function effectively post-disaster. Teachers and school heads are pivotal in disaster risk reduction within educational institutions. They create safety plans, organize drills, and educate students on emergency procedures, fostering a culture of preparedness. School heads provide leadership, while teachers act as first responders, guiding students to safety and offering necessary care. Collaboration between teachers, school heads, and stakeholders is crucial for a resilient school environment. By involving the entire school community in planning and implementing safety measures, schools can effectively respond to disasters, ensuring the safety and well-being of everyone involved. This partnership promotes a proactive approach to disaster preparedness, making safety a priority in all school activities.

The impact of population growth on housing food security and transportation

Background: Rapid population growth and its impact on the environment is a major problem facing the world today, in addition to other issues that also require serious handling and attention. Rapid population growth, especially in cities and urban areas, puts pressure on the fulfillment of population needs that must be provided to ensure the survival of the population. Population growth has an impact on the increasing needs of the population for affordable housing, food needs, transportation. Method: This research uses a qualitative approach based on case studies and literature reviews. This approach involves a critical and in-depth evaluation of previous research, focusing on data collected from various sources related to the impact of population growth on affordable housing, food needs, and sustainable transportation. Findings: The rate of population growth has an impact on environmental sustainability, as a result of the exploitation of natural resources to fulfill various needs, including food needs. Population growth has a linear effect on the demand for food, such as rice and tubers, through the provision of agricultural land. This increase in consumption value occurs in an increasingly limited stock of natural resources, therefore a food fulfillment strategy is needed to achieve national food security and sovereignty, to meet the needs of the population and for food stocks to anticipate undesirable things, such as natural disasters and crop failures. Some of the efforts that can be made are food diversification, intensification, and extensification of agriculture accompanied by the active role of the government in providing infrastructure and supporting policies. Population growth also affects the level of population mobility. Each individual carries out daily activities such as school, work and other activities. This population mobility greatly affects the use of transportation modes to reach certain destinations. The mode of transportation consists of private vehicles and public vehicles. Conclusion: If the use of private vehicles is more than public vehicles, there is the potential for traffic congestion. In addition, the more vehicles used, the greater the carbon emissions produced so that it can cause greenhouse gas effects. One of the efforts that can be made is to implement sustainable transportation management through Transit Oriented Development (TOD) in the provision of transportation modes. TOD is expected to make private vehicle users switch to using public transportation. Novelty/Originality of this study: This research proposes a holistic approach to address the impacts of urban population growth, combining strategies for food diversification, transit-based development, and affordable housing. This framework is expected to be a practical innovation for sustainable urban development in countries with rapid population growth.

THE INTERNALIZATION OF RELIGIOUS CULTURAL VALUES IN SHAPING THE SPIRITUAL INTELLIGENCE OF STUDENTS AT SD ALAM PALEMBANG

This research examines the internalization of religious and cultural values at SD Alam Palembang and its impact on students' spiritual intelligence formation. The research results show that SD Alam Palembang has successfully integrated religious values into various aspects of school activities, both in the curriculum and extracurricular activities. This integration is carried out through holistic learning methods that link subject matter to religious values, moral and religious stories, and good interaction with nature. School facilitators play a crucial role in instilling religious values through creative and integrative approaches. Research also reveals that the internalization of religious and cultural values significantly contributes to the formation of students' spiritual intelligence. Students understand and apply religious concepts in everyday life through congregational worship, joint prayer, social activities, and love of nature, which refers to activities Green Lap SD Alam Palembang. This internalization process has proven effective in forming intellectually intelligent students with strong spiritual and moral depth

PRINCIPAL'S CLINICAL SUPERVISION: TEACHERS' PERSPECTIVES ON INSTRUCTIONAL FEEDBACK

The purpose of this study was to investigate the instructional feedback given by Principals during classroom observations. A qualitative approach was used, with semi-structured interviews conducted to gather data. Content analysis was employed to analyze the data. The participants were 20 elementary school teachers from Surabaya city in the 2023-2024 academic year, selected through purposive sampling. The findings revealed that Principals showed insufficient competence in supervision, conducting classroom observations only once a year as a formal procedure. Compared to educational supervisors, Principals were found to need greater proficiency in managing instructional issues faced by teachers due to their familiarity with teachers and knowledge of school activities. The study highlighted that teachers did not find the feedback provided by Principals beneficial, as it was seen as general advice. Therefore, it is essential for administrators to learn effective supervision methods to support instructional improvements in schools. Principals should understand how their role in the supervision system impacts the feedback they provide to teachers.

Bridging the theory-practice divide: Reflections of school-based student teachers

Background: Teacher education programmes often prioritise theory over practical experience, leaving students struggling to connect classroom learning with real-world application. Addressing this gap, a proposed model integrates online coursework with mentored practice-based experiences through full-time placements in selected schools.Aim: The study delves into the experiences of first-year school-based student teachers (SBST) enrolled in a full-time undergraduate online programme aimed at bridging the theory-practice divide.Setting: First-year student teachers in the 2021 and 2022 cohorts (N = 30) placed full time in selected schools participated in the study.Methods: Using an interpretive qualitative research design, data were collected via focus group interviews with first-year student cohorts. Data was analysed using the cultural-historical activity theory combined with the constant comparative method.Results: Two primary findings emerged. Firstly, SBSTs faced difficulties balancing academic requirements between the school and the programme. Secondly, the varying degrees of support from stakeholders within both the programme and school environment influenced the quality and meaningfulness of SBSTs’ learning experiences.Conclusion: The convergence of university and school activity systems revealed tensions and contradictions yet also presented opportunities for expanded learning when coursework and classroom practices aligned. Despite criticisms of universities being overly theoretical, the research indicates that SBSTs prioritise practical experience in school settings, potentially overshadowing the significance of theoretical knowledge.Contribution: This study contributes to knowledge of the challenges faced by student teachers and highlights the need to address these contradictions through open dialogue within teacher education programmes.

An Examination of the Role of Parenting Techniques on the Academic Performance of Nigerian Students

This study examined the impact of different parenting styles on the academic achievement of Nigerian students, filling a notable void in current research that primarily concentrates on Western settings. Data was obtained from secondary school students across various Nigerian states, representing diverse cultural, economic, and geographical origins, using a cross-sectional survey design. The results indicated that authoritative parenting, which is characterized by both warmth and structure, is highly correlated with improved academic achievements. Conversely, authoritarian and permissive parenting styles have fewer positive effects, whereas negligent parenting is more harmful. Furthermore, the study emphasized the crucial significance of parental participation in education, demonstrating that active involvement in school activities and assistance with homework is positively associated with student achievement. The research highlights the significance of socioeconomic determinants, emphasizing that greater levels of parental education and better economic position have a substantial impact on enhancing academic attainment. These observations highlight the necessity of implementing culturally customized parental education programs and policies in Nigeria to improve academic achievement. The paper recommends conducting additional longitudinal research to investigate these dynamics, with the goal of developing evidence-based measures to enhance education in Nigeria. Keywords: Parenting, Technique, Academic Performance, School, Students.

THE IMPACT OF PHET-ASSISTED EXPERIMENTAL LEARNING METHODS ON STUDENTS' SCIENCE PROCESS SKILLS IN SCIENCE TOPICS

The focus of this study is to find out how the PhET-assisted experiential learning technique affects students' Science Process Skills on energy-related material. A quantitative technique was applied in the research design, which was one group pretest posttest. This study will take place in SMP N 1 Sugio Lamongan. Purposive sampling was used in the sample selection process. There were 181 students in this study. The research included 66 students divided into two groups, class A and class B. However, data could not be gathered for 5 kids due to school activities, limiting the sample to 61 students. The insight gathering approach involves cognitive tests and observation of performance tests, followed by hypothesis evaluation with a paired simple t-test. The findings of this investigation show that learning using the PhET-assisted experimental approach to learning encounters a substantial impact on students' Science Process Skills in energy change material, with an average cognitive pretest score of 40.03, a posttest result of 78.95, and an N-gain value of 0.64, and obtained data from performance test observations with a pretest value of 35.65, a posttest result of 84.42, and an N-gain value of 0.75. The integration of experiential learning techniques aided by PhET has an impact on students' Science Process Skills, as evidenced by pretest posttest outcomes that have increased to the moderate level.

Show and tell: How we make sense of each other in groups

‘Show and tell’ is a primary school activity wherein a child shows an object to the class and tells a story about it. I use this metaphor to understand group communication, with reference to Foulkes’ communicative hierarchy. I define ‘showing’ as bottom-up communication, which presents an object in search of a containing narrative. Conversely, ‘telling’ is formalized as top-down communication, providing a container in search of an object. I am concerned with what might happen, so-to-speak, if a child were to bring an object to the class only to sit in silence, or were to tell a story without bringing an object. With reference to clinical material from an analytic group, I describe instances of both kinds of communicative mismatch. I propose that the therapeutic work of the group balances showing with telling and vice versa, and in so doing fosters a more ‘joined up’ communication amongst the participants. Here, the conductor does well to have in mind an aphorism from creative writing: ‘show, don’t tell’.

Analisis Pengaruh Partisipasi Orang Tua dalam Kegiatan Sekolah Terhadap Prestasi Siswa

One of the responsibilities of parents as first adults is to educate children about their family environment, as children are usually around their mother and father when they are born. This research uses a qualitative approach. This study aims to analyze the influence of parental participation in school activities on student achievement. This research is qualitative research with a descriptive approach. The subjects used in this study are parents and students. The determination of the subject uses purposive techniques. The data collection technique used is interviews with parents and students. The data analysis used is qualitative data analysis consisting of data reduction, data presentation, and conclusion drawing. The results of this study show that parental participation in school involves physical presence, learning support, collaboration with teachers, and involvement in important decisions for children's development. Parents' participation in school activities has a significant positive impact. Their involvement strengthens the school-family relationship, providing benefits for children's development in academic, social, and emotional aspects

Attitudes towards Sardinian and Italian finally compared via the Matched-Guise Technique

Abstract Adopting a mentalist approach to the study of language attitudes, social prestige and stigma, as well as the values and stereotypes bestowed on Sardinian and Italian and their speakers were studied for the first time in Sardinia using the Matched-Guise Technique. The experiment was administered to Sardinian students of different ages, from different parts of the island, with different degrees of Italian/Sardinian bilingualism. Results show that Sardinian speakers are more favourably perceived in terms of friendliness and social pleasantness. Both Italian and Sardinian speakers, with no statistical difference between them, received moderately positive evaluations in traits related to socio-economic and cultural status, suggesting a decline in the traditional negative stereotypes associated with minority language speakers. Moreover, participants’ self-reported use and competence of languages, as well as their amount of school activities involving Sardinian, turned out to interact with the attitudes towards the minority language, as higher values of those variables were associated with higher ratings for Sardinian speakers. Findings could be useful to policy-makers in efforts to maintain Sardinia’s multilingual repertoire, and, more generally, to the scientific community in understanding the patterns and most relevant factors that affect language attitudes in bilingual contexts involving an endangered minority language.

A Cross-sectional Study on Effects of University Closure Due to Industrial Disputes on Pharmacy Students

ObjectiveTo assess the effects of the closure of universities due to industrial disputes on pharmacy students. MethodsA descriptive cross-sectional study was conducted among third-year to final-year pharmacy students at the University of Nigeria Nsukka (UNN) from July to August 2023 using a 23-item structured self-administered questionnaire. Responses were analyzed using SPSS v27.0. Frequencies and percentages were used to describe the variables, while chi-square tested the association between the variables. ResultsOf 306 students who participated in the study (response rate: 99.0%), 218 (71.2%) were within the age range of 21 to 25 years, while more than half of the participants 187 (61.0%) had less than 4 distinctions in the last professional examinations. Overall, slightly above half of the respondents 172 (56.2%) were negatively impacted by the strike; more than half of them agreed to the item “I felt anxious and unprepared for school activities after the strike” 204 (66.7%). Slightly above half of them also had a good perception of the strike 154 (50.3%); more than half of them agreed with the item “During the strike, I felt that education has lost its worth” 212 (69.3%). Students with less than 4 distinctions in the last professional examination had a better perception of the strike, while students aged 21 to 25 years were more negatively impacted by the strike than other students. ConclusionAcademic strikes in Nigerian universities caused anxiety, increased reported depressive episodes, and poor performance among pharmacy students, necessitating online classes and prompt dispute resolution.

Athletes' Sleep Quality: Performance Study in Football Clubs Aged 13-15 Years

The athlete's stamina supports sports performance, but stamina is supported by various things, one of which is the quality of the athlete's sleep during recovery. This study aims to determine the effect of sleep quality on football performance. The method used in this research is descriptive quantitative with a correlational approach. The sampling technique used was purposive sampling with several considerations, including football school students aged 13-15 years actively participating in football school activities and students are permitted to take part in research from a total population of 10 students consisting of 2 students aged 13 years, six students aged 14 years and two students aged 15 years. The research instruments are PSQI to determine sleep quality and GPAI to assess performance. Based on calculations and data analysis, an average PSQI score of 4.1 was obtained, and the average GPAI score for the criteria included SE 3.4, DM 3.1, and SP 3.6. Based on the correlation value calculation, it was found that there was a negative correlation with a moderate strength of -0.502 for PSQI and SE. In contrast, the correlation value between PSQI, DM, and SP had weak strength and was also harmful to SE at -0.305 but positive for SP, namely 0.255. Conclusion: The influence of sleep quality on football performance has a significant relationship, but the level of influence is at a medium or even low level.

‘Listening to my readers’: Exploring the ‘Personal literacies landscapes’ of beginner readers

This study takes a more holistic look at reading support, to explore what else is happening in this teaching and learning context, beyond the acquisition of a more secure knowledge of decoding skills. Children are deemed in need of a reading support intervention when their literacy skills are assessed as being significantly below the levels expected by their school for their age, and these difficulties can often negatively impact both upon their confidence as a learner, and also upon their enjoyment of literacy activities in school. Confidence and enjoyment in literacy learning is tacitly presumed to re-emerge once these skills are gained, boosted by the intervention’s focus on the cognitive technical decoding skills. This can often lead to less choice and agency in their reading activities than their peers enjoy. However, the findings of this study suggest that building in activities that promote enjoyment in literacy learning, confidence as a learner and a sense of agency do not detract from the cognitive gains, but seem to boost them. A key aspect of this is linking reading support activities to the literacy activities that the learner enjoys at home as well as in school. This is theorised as an individual’s ‘Personal Literacies Landscape’: all the different texts that they have seen or heard, even if they cannot access them independently, that have contributed to their ways of being in the world.

Perspectives for the construction and applicability of the situational diagnosis of educational practices used in the school context as a way of transmitting knowledge for the prevention and coping with arboviruses

Introduction: In recent years, there has been an increase in cases of diseases transmitted by arboviruses (arboviruses) in tropical regions. In this scenario marked by the growing risk of these diseases, schools are assuming a fundamental role in the prevention, control and confrontation of these diseases. Thus, many schools have been developing new educational practices focused on the theme of arboviruses. In this context, the situational diagnosis (SD) of arbovirus education in schools is an important tool for data collection, treatment and analysis, ensuring subsequent planning for the effectiveness of future actions. This article aims to present the construction of a tool for diagnosing the teaching-learning situation related to arboviruses in the school context. Methodology: The SD will be divided into two stages: the first stage approaches the approximation with the school's profile and activities already carried out with a learning objective related to arboviruses. The second stage of the diagnosis consists of knowing possible scenarios in the school environment. Results: Based on the information collected, the situational diagnosis allows the identification of the school's strengths, those aspects that work well and contribute to the success of the students. On the other hand, it is also possible to detect the weak points, the areas that need to be improved to ensure quality education. Considerations: the situational diagnosis of educational practices for arboviruses in schools is an essential tool to strengthen health education and contribute to the prevention and control of these diseases. Through the evaluation of existing practices, it is possible to identify points of improvement and develop effective actions to protect the health of students and the school community.

Pelatihan Digital Marketing Sebagai Upaya Peningkatan Pengetahuan Dan Keterampilan Guru Di SMP PGRI 3 Baturaja

In the current era of digitalisation, digital marketing skills are crucial across various fields, especially in education. Teachers need to have knowledge and skills in digital marketing to support the promotion and branding of schools. SMP PGRI 3 Baturaja, a private school, faces competition in attracting new students by leveraging digital technology to showcase the school's activities and achievements. The purpose of this training is to enhance the knowledge of SMP PGRI 3 Baturaja teachers about the concepts and strategies of digital marketing and to develop practical skills in using various digital marketing tools and platforms. With this knowledge, it is expected that teachers can effectively improve the promotion and reputation of the school. The training is conducted through interactive and practical workshop sessions, including theoretical presentations, discussions, and hands-on practice. Participants will be provided with material on the basics of digital marketing, content strategies, and the use of social media. Additionally, there will be mentoring sessions for hands-on practice. After attending this training, based on the results of the questionnaires distributed to the participants, 86.7% of participants gained new knowledge about digital marketing, 85.7% acquired skills in copywriting with AI, and 80% gained skills in creating digital marketing content. The training participants were able to implement activities during digital marketing practice. SMP PGRI 3 Baturaja teachers are now more skilled in using various digital platforms to promote school activities and promotions on social media after the training.

Teachers’ use of mobile devices in suburban under-resourced secondary schools in Nepal

This study examined how secondary teachers used mobile devices for teaching and learning activities in under-resourced secondary schools in Napal. Twelve secondary teachers from three schools in the suburbs of one Himalayan district in Nepal were interviewed using qualitative research methods. The information gathered through observation of their classes supplemented the information gathered through interviews. Findings show that using mobile devices is productive for developing digital content, getting access to internet resources, and delivering lessons in the classroom. The degree of teachers’ technological, pedagogical, and content knowledge was reflected in how they used their mobile devices for information access, language games, dictionaries, and specific learning applications. In the absence of desktop computers and laptops, this study demonstrated how mobile devices improved teachers’ teaching and learning activities. Teachers could exhibit a greater level of proficiency in using technology if they received training on its usage in teaching and learning, and administrative support.

The Importance of Narrative Texts in Teaching and Learning Activities in Primary School

Narrative texts play a very important role in the instructional activities of primary school classrooms as they significantly contribute to the development of communication skills, thinking, and creativity of young students. These texts must be carefully selected, taking into account both aesthetic and ethical elements, as well as those related to stimulating and developing students' language and communication abilities. The criterion of accessibility must be fulfilled by choosing appropriate works based on the students' age categories. In the first and second grades, epic works should not be too lengthy, with a cohesive plot, and often featuring fictional characters to engage children. By the third and fourth grades, works become longer, with more characters and more developed plots, and students begin to study dense, concentrated epic creations such as novellas and novels. Thus, through the use of epic texts, students learn to analyze deeply what they read, identify subtle details from the content, form various opinions about events, and express their opinions about characters in a correct and coherent manner.

Mentoring-values and profiles in primary and preschool education

Because few schools consistently provide a sustainable preparation for the school of the future and for life, it takes a person to make us see, learn and apply what we cannot see, learn, apply on our own. More precisely, an experienced person, willing to share real personal creative experience, for the benefit of other people, of the institution in which he integrates through a relationship based on management, on respect and trust, on superior knowledge, on existing legislation, on intuition and self-created opportunities. This person is the leader, the coach and even the mentor. The field is naturally called leadership, and on a managerial and didactic professional level it is called mentoring. A quality mentoring activity has an important role in anticipating and reducing the difficulties that could intervene in the teaching career of future teachers. I will reflect on the training and career development of teachers from the perspective of the importance of mentoring, in order to ensure a quality education for children through adequate training of teachers. In order to achieve performance, it is necessary to combine theory and practice harmoniously and to acquire the ability to use the knowledge gained in new learning contexts. The study will identify solutions for improving the quality of education by introducing the role of mentoring in the development of the teaching career. After carrying out the research, I will know the degree of satisfaction of the actors involved, with special reference to their activity in kindergarten and school and to the real and harmonious progress of preschoolers and students.

Value-based Russian language teaching as a priority of the modern era (to mark the anniversary of the <i>Axiological linguistic methodology</i> school of thought)

The article aims to comprehend the fundamental role of value-based Russian language teaching in modern education. The key points of the speeches delivered by Russian President Vladimir Putin, His Holiness Patriarch Kirill, and Minister of Education of the Russian Federation S. S. Kravtsov are related to the preservation and strengthening of traditional spiritual and moral values. Therefore, the thirty-year activity of the scientific school Axiological linguistic methodology: the worldview and value aspects in school and university teaching of the Russian language, the leader of which is Doctor of Pedagogical Sciences, Professor of the Department of Methods of Teaching the Russian Language at the Institute of Philology of MPSU, is A. D. Deikina, winner of the Russian state award - the A. S. Pushkin medal, the K. D. Ushinsky medal, is becoming more relevant than ever. We used analysis of scientific research in the field of axiological linguistic methodology and scientific generalisation to characterise the activities of the scientific school whose origins relate to M. T. Baranov’s concept of schoolchildren’s linguistic worldview formation. Moreover, we outlined the key positions of axiological linguistic methodology substantiated in the concept of A. D. Deikina and thirteen postdoctoral studies of her students as scientific areas developing the idea of value-based Russian language teaching at school and university. The postdoctoral research conducted within the framework of the scientific school of axiological linguistic methodology with A. D. Deikina as the scientific advisor developed the leading linguistic methodological approaches to Russian language teaching. Drawing on the Russian canonical methodologists’ ideas, the members of the Moscow Methodological Scientific School create and predict promising ways of developing higher and school education in the Russian Federation, expand the research space in different regions of this country, increase the scientific status of methodological science, and contribute to the success of interpersonal and intercultural communication in Russian. The works of those who represent the axiological linguistic methodological scientific school, as well as other like-minded researchers have a beneficial effect on the creation of a holistic value picture of the world using the Russian language in modern education.

IMPLEMENTATION OF LITERACY CULTURE IN VOCATIONAL SCHOOLS TO INCREASE STUDENTS' LEARNING MOTIVATION

This research aims to describe how literacy culture is implemented in vocational schools to increase student learning motivation. The research method uses participatory observation, where researchers directly observe daily activities in vocational schools related to the implementation of literacy culture. Respondents consisted of three teachers and 90 students from Computer Network and Telecommunications Engineering (TJKT) at SMKN 1 Gunungguruh Sukabumi. The research results show that by using a classical and independent approach, the school creates a learning environment that supports the development of students' literacy skills. The classical approach involves teachers in direct teaching and intensive guidance on reading, writing and text analysis techniques, while the independent approach provides opportunities for students for independent exploration in reading and writing. This combination not only improves students' literacy skills but also stimulates their creativity and increases motivation towards the learning process.