School Girls Research Articles

The Effect of a Creative Dance Program on Disruptive Behavior in Primary School Girls

The Effect of a Creative Dance Program on Disruptive Behavior in Primary School Girls

The impact of COVID-19-induced distance learning on physical activity and dietary habits of female students in the Qassim Region

ABSTRACT Background: The COVID-19 pandemic has profoundly affected the physical activity (PA) levels and dietary habits of individuals, particularly children and adolescents in Saudi Arabia, owing to widespread closures and social distancing measures, including school closures. Methods: A cross-sectional study was conducted to assess the impact of distance learning (DL) on PA and dietary habits among public middle school girls during the pandemic. The Arab Teens Lifestyle Questionnaire (ATLS) was used to assess habitual PA, sedentary behavior, and dietary habits. Results: A total of 300 middle school female students, with an average age of 14 years, participated in the study. The results indicated a generally low level of PA among students during DL and after school reopening, with a significant decrease in specific types of PA, such as walking and stair climbing during DL. However, after schools reopened, there was a significant increase in students’ participation in activities such as swimming, dancing, and housework (P < 0.05). Moreover, sleep hours and TV-watching time increased compared to the DL period. Despite the prevalence of students frequently consuming soft drinks, sugary treats, fried and fast foods, as well as sweets and chocolates during the lockdown, middle school girls also consumed a lot of fruits and vegetables. Conclusion: Assessing students’ habitual PA and dietary habits during the lockdown may provide insights into their future health and well-being post-pandemic. This assessment can help in identifying strategies to redirect current PA levels to maintain health and prevent potential long-term health implications.

Assessment of nutritional status, food consumption patterns, childhood trauma and stress among adolescent school girls

Assessment of nutritional status, food consumption patterns, childhood trauma and stress among adolescent school girls

THE EFFECT OF 7E STRATEGY ON PREPARATORY SCHOOL PUPILS’ ACHIEVMENT

The current study aims at investigating the effect of 7E strategy on EFL Iraqi pupils' achievement. To achieve the aim of this research, the hypothesis is assumed to be established. Which is , there is no statistically significance difference between the mean score of the experimental group who is taught according to 7E strategy(elicit, engage, explore, explain, elaborate, evaluate, extend) and the mean score of the control group who is taught according to the conventional method in post pupils’ achievement test. To carry out the aim of this research, and validate its hypothesis, a sample of sixty pupils have been randomly chosen from the forth-preparatory class in Om Al-Mumineen School for Girls, during the academic year 2023-2024. The two groups are equally divided into, group (A) represents experimental group that consists of (30) pupils who have been taught according to 7E strategy (elicit, engage, explore, explain, elaborate, evaluate, extend). Group (B) signifies control group which also includes (30) pupils who have been taught according to the traditional method. Making a pre and post achievement test. Both groups have been equalized in such variables as English scores achievement in preceding schooling year, and the pre-test of both groups. Seven questions are composed to combine a post-test. The data collected from the results of posttest have been analyzed statistically by using t-test for measuring pupils’ achievement. The result shows that there is a statistically significant difference between the mean scores of the experimental group who is taught 7E strategy and control group who is taught conventional method in the posttest. This indicates that 7E strategy (elicit, engage, explore, explain, elaborate, evaluate, extend) is more effective than the conventional strategy . The study ends up with some conclusions,

Empowering Futures: STEM Aspirations among Bangladeshi Girls in Secondary Education

This research examines the desire of the class nine and ten girls towards STEM education in Khulna and Rajshahi, Bangladesh. Despite growing awareness of gender parity, girls’ STEM participation is little. This study surveys various socio-cultural, economic, and educational aspects to determine whether female students choose STEM streams in secondary school. This study has explored the unexplored aspirations of high school girls in these two areas of Bangladesh. A mixed-methods approach was used to meet the objectives of this study. For this, researchers used a wide range of quantitative and qualitative data. Eight girls’ high schools in Khulna and Rajshahi, Bangladesh, were studied using questionnaires in which 410 girls participated. The students were selected from ninth and tenth grades. In addition, 44 respondents shared their ideas, experiences, and observations in four focus group discussions (FGD) conducted at various schools. The data was collected from July 2021 to June 2023. STEM female students have been studied using descriptive statistics and qualitative methods. Some critical issues have been explored through this study. These include motivations for studying STEM, completion, desired degree, and chosen STEM higher education institutions. The present global STEM education scenario and STEM occupations largely influence female STEM students. The results reveal that every respondent has well-defined STEM aspirations; nonetheless, the majority target the biological sciences. It also found that they have less interest in engineering, technology, and applied sciences. The earth, space, and physical science occupy a smaller subset in their chosen row. The girls also know local and global STEM education trends and actively seek knowledge to guide their academic and career paths. It is important to note that the students are ambitious and aware of STEM career opportunities despite their knowledge deficits. The research suggested the need to provide additional assistance in a few areas, like providing high-quality teaching methods and materials for STEM girls, mentorship, organizing workshops for guardians, and offering scholarships and financial aid. If these suggestions are implemented, the girls' desires may be fulfilled.

Education role in early marriage prevention: evidence from Indonesia’s rural areas

BackgroundAdolescent girls might suffer physical and psychological harm from early marriage. Meanwhile, a good education can make women more independent in making decisions for their good. The study analyzes the role of education level in early marriage among adolescents in Indonesia’s rural areas.MethodsThis cross-sectional study analyzed 4,360 respondents. It used early marriage as an outcome variable, education level as an exposure variable, and six control variables (age, employment, socioeconomic status, age of the first sexual intercourse, access to family planning (FP) information from print media, and access to FP from electronic media). The study used a binary logistics regression in the final test.ResultsThe study shows that the average early marriage among adolescent girls in Indonesia’s rural areas was 11.9%. Teenage girls in elementary school were 448.926 times more likely than college girls to experience early marriage (AOR 448.926; 95% CI 36.384-5539.050). Meanwhile, adolescent girls in junior high school were 146.171 times more likely to experience early marriage than college girls (AOR 146.171; 95% CI 13.140-1625.997). Moreover, adolescent girls in senior high school were 21.355 times more likely than those in college to perform an early marriage (AOR 21.355; 95% CI 2.017-226.067).ConclusionsThe study concluded that education level had a role in early marriage in Indonesia’s rural areas. The higher the education, the lower the probability of experiencing early marriage.

Nexus between Menstrual Hygiene Management Facilities and Primary School Girls’ Class Attendance in Uganda

Inadequate Water, Sanitation and Hygiene (WASH) facilities has remained a daunting reality in majority of schools in low-income countries. In this study, the authors examined the availability of physical facilities for menstrual hygiene management, class attendance of girls from P.4 to P.7 and the relationship between the physical menstrual hygiene management facilities and class attendance of girls in primary schools. The paper was constructed from secondary datasets from the Eighth Uwezo Learning Assessment. A total of 954 schools were enlisted for the study. Data analysis involved descriptive statistics and spearman rank correlation. Based on the findings, the study argues that promotion of girl child education through provision of WASH facilities unveiled both challenges and successful stories. While private rooms and functional hand washing facilities were limited in numbers, and in some cases not available at all, separate latrine stances were largely available. There were remarkable differences in the average girls’ attendance across regions and classes. Due to diverse relationships between menstrual hygiene facilities and class attendance, the study concludes that enhanced WASH facilities promote girls’ attendance while inadequate facilities hinder the attendance. The study recommends that the Ministry of Education and Sports should prioritize provision of adequate WASH facilities in primary schools. In addition, the government should ensure that interventions from development and/or education partners maximize the provision of quality WASH facilities for enhanced girls’ school attendance.

Pelaksanaan Program Ciri Khusus Keasramaan Boarding School dalam Menambah Wawasan Keislaman di Madrasah Aliyah Negeri 2 Surakarta

The role of parents in instilling an understanding of Islamic teachings to children who are still low has an impact on the lack of awareness of children in practicing Islamic teachings in life. The existence of this phenomenon is the basis for the boarding school MAN 2 Surakarta to have a special characteristic program that aims to add Islamic insight for students. This study aims to describe the forms of special characteristics program activities and describe the implementation of the special characteristics program of boarding school girls in adding Islamic insight at Madrasah Aliyah Negeri 2 Surakarta.

Prevalence of Menstrual Disorders Related to Body Mass Index (BMI)

Menstrual problems affect as high as 90% of adolescent females and are the main reason for gynecology visits. Menstruation is a normal physiological phenomenon for females indicating her capability for procreation. Menstrual problems are common in adolescent girls, which may affect their life and outdoor activities. Adolescent girls with abnormal body mass index (BMI) suffer even more often. This study aimed to To assess the relationship between Menstrual Cycle Disorders and Symptoms Menstrual Cycle with BMI among adolescent school in MTs Bustanul Ulum. This study was a cross-sectional study conducted among 30 adolescent school girls of MTs Bustanul Ulum. Permission was obtained from principal of the school and written informed consent was taken from the parents of the school girls before taking part in the study. MC disorders included amenorrhoea, polymenorrhea, oligomenorrhoea, hypermenorrhoea and hypomenorrhoea. MC-related symptoms included dysmenorrhoea and premenstrual syndrome (PMS). All the data were collected, entered, and analyzed in SPSS 17.0. The data were analyzed using percentages and proportions through tables. Out of 30 adolescent girls, 19 (63.3%) were having a BMI 18.5, which implies that 50% of the girls were undernourished. Only 2 (6.7%) of adolescent girls were overweight. Adolescent girls who have a BMI 18.5 experience more symptoms and problems associated with menstrual cycles. This difference was statistically significant. Menstrual problems especially dysmenorrhea are frequent among adolescent girls. BMI play a very vital role for menstrual cycle regularity. Consequently, adolescent girls have to be given healthy and balance nutrition, which leads to maintenance of their normal BMI and regulate their menstrual cycle.

Awareness and Practices of Menstrual Hygiene Among Rural Adolescent Schoolgirls in Lahore, Pakistan: A Cross-Sectional Study.

Background Empowering adolescent girls with accurate data, a supportive environment, and access to resources is crucial for promoting their dignity and educational success, thereby enabling gender equity and social development in rural communities. Aim This research aims to assess the knowledge and practices of menstrual hygiene among adolescent girls in schools within the rural community of Lahore, Pakistan. Methodology This research employed a quantitative, cross-sectional design, with a survey conducted among 108 participants in Lakhodair Sharif Bakra Mandi, Lahore, Pakistan. Purposive sampling was used to select participants within the specified age range (e.g., 12-19 years old). Results The results indicate that 91 participants (84.25%) were aged 13-15 years, followed by 12 participants (11.11%) in the 16-18 age range. Four participants (3.70%) were aged 10-12 years, and only one participant (0.92%) was aged 19 or older. In terms of grade level, 71 participants (65.74%) were in grade 8, 29 participants (26.85%) were in grade 7, six participants (5.55%) were in grade 6, and two participants (1.85%) were in grade 5. Correlation analysis revealed a strong, positive correlation between menstrual hygiene knowledge and practice, with a correlation coefficient of 0.649 (p < 0.001). Conclusions This research found that individuals from rural areas of Lahore demonstrated a strong understanding of menstrual hygiene, reflecting high levels of knowledge. A positive relationship was observed between knowledge and hygiene practices. Additionally, the findings revealed that participants held positive attitudes toward menstrual hygiene, although they expressed concerns about abdominal pain, as well as challenges related to accessing facilities and ensuring privacy at schools.

Vulnerability Viability of the Girl Child in Selected Single -Sex Secondary Schools of Lusaka District

The purpose of the study was to investigate the vulnerability viability of the girl child in selected single -sex secondary schools of Lusaka district of Zambia. The study objective was to establish the profile of a vulnerable girl child in selected single -sex secondary schools. The used adopted the qualitative approach and used a phenomenological research design. The study population included all the single girls schools in Lusaka district. The sample comprised of 38 participants who included 8 vulnerable girls in each school and 4 guidance teachers. Interviews were used to collect data from the guidance teachers while focused group discussions were used to collect data from pupils. Data was analysed thematically by coding the data, selecting what should be presented under themes which emerged from the study. The study found that the vulnerable viabilities included lack of proper dietary habits and good nutrition. Under household responsibilities, girls were overworked at home and performed many chores which made them to underperform in schools. Meanwhile, economic vulnerability included lack school materials like bookracks, desks, and brooms, lack of money for school upkeep, lack of proper school uniforms, shoes, socks, jerseys, necktie, and no lunch money. The other vulnerability was lack of resources and support for education. The parents of the vulnerable girl children cannot afford school extra tuition, school related books and materials. Lastly was the emotional vulnerability which included various emotional abuses which the learners underwent in the community and school indirectly and directly. The study concludes that secondary school girls were vulnerable differently in the secondary schools and these should be looked at with critical analysis for learners to excel in schools. The study recommends that teachers and parents should work together to ensure that they support their children for them to perform better in the Zambian education system.

Establishment of Physical Strength Evaluation Findings on Slim School Age Children: Analysis of Fifth Grade Primary School Students

Hypotheses on physical strength and athletic ability in people with slim body types have yet to be clearly proven. Certainly, several studies have been reported, but none have gone beyond the realm of speculation. This is due to the fact that an amount of data needed to statistically ensure conclusions on the slim body type have not been established. In this study we carefully the examined physique, physical strength and athletic ability over time obtained in a large-scale study conducted over seven years (2013 to 2019) in the Kansai region of Japan, and obtained measurement results for fifth grade elementary school students and second year junior high school students. Specifically, we applied the wavelet interpolation model to the trends over time in mean values and standard deviations for height, physical strength, and athletic ability (grip strength, repeated side jumps, sit and reach, sit-ups, 50 m run, standing long jump, 20 m shuttle run, and softball throw) in fifth grade boys and girls. We then constructed span evaluation charts. The height, physical strength, and athletic ability of fifth grade boys and girls judged from an aging span evaluation chart for BMI devised by Fujii [1] was then applied to this evaluation chart. The result was that the evaluation of physical strength and athletic ability in slim fifth grade elementary school students derived in this study clearly indicated that these students somewhat below average in grip strength and softball throw, which has not been reported from previous estimates. We submit that a physical strength and athletic ability evaluation in fifth grade boys and girls in elementary school with a slim body type has been established in this study

Evaluating didactic strategies for teaching mathematics: A Policy–Driven approach to gender equity in Panama’s education system

This article evaluates the Didactic Strategies for Teaching Mathematics (DSTM) program, designed to enhance the teaching of mathematical content in primary and secondary education in a hybrid modality. In alignment with SENACYT’s Gender-STEM-2040 Policy, which emphasizes gender equality as a foundational principle of education, this study aims to assess whether initial teacher training aligns with this policy through the use of mathematical strategies promoting gender equality. A descriptive-correlational approach was applied to a sample of 64 educators, selected based on their responses during the training, with the goal of improving teaching and data collection methodologies. Findings indicate that, although most teachers actively engage in training, an androcentric approach persists, with sexist language and a curriculum that renders girls invisible, hindering the fulfillment of the National Gender Equality Policy in Science, Technology, and Innovation of Panama (Gender-STEM Policy 2040). Additionally, through a serendipitous finding, a significant gap in student activity levels, especially in secondary school, was discovered. While in primary school, activity levels were similar between genders, a decline in active participation among girls in secondary school was observed. This discovery, not initially contemplated in the study’s objectives, provides valuable insights into gender differences in active participation, particularly in higher educational stages. The serendipity suggests the need for further exploration of social, environmental, and family factors that may influence this decrease in girls’ active participation. The article concludes with a preliminary diagnosis and a call to deepen gender equality training and the effective implementation of coeducation in Panama’s educational system.

Self-Defense Training for Enhancing Self-Esteem: Sexual Harassment Preventive Strategy—A Pilot Study among High School Girls of Coastal Region of Karnataka, India

Abstract Background Sexual harassment is a major public issue among teens. As a result, encouraging teenage girls to claim their rights and providing an atmosphere free of prejudice and violence is vital. Promoting high self-esteem may minimize the probability of teenagers experiencing the negative repercussions of harassment. Objective This study sought to explore the potential of self-defense training to enhance self-esteem among high school girls. Methods A quantitative research approach with quasi-experimental design was adopted. Three government high schools from seven clusters were randomly selected from Mangalore South Zone and 38 high school girls were recruited (control group =18 from two schools and intervention group =20 from one school). Data were collected using sociodemographic proforma and Rosenberg self-esteem scale. After pretest, eight sessions of self-defense training were conducted and a posttest was administered with an interval of 7 days, 1 month, and 3 months after the intervention. Ethical approval for the study was obtained. Results A significant difference was found between the self-esteem scores of the intervention and control groups (p &lt; 0.001). Conclusion This study revealed that the self-defense training was effective in enhancing self-esteem. Enhancement of self-esteem and awareness of self-protection is key to remaining free from violence, assault, and harassment.

Prevalence and risk factors of vitamin D deficiency among Afghan primary school children

Vitamin D deficiency is common in many societies and causes rickets and non-skeletal disorders in children. There are no published data on vitamin D deficiency in Afghanistan. We, therefore, investigated the prevalence and associated factors of vitamin D deficiency in Afghan school children in Kandahar City, Afghanistan. This cross-sectional analytical study was conducted from September 2022 to April 2023 in 510 primary school students aged 6–15 years from six randomly selected schools. Data were analyzed by using descriptive statistics, Chi-square test, and multivariate logistic regression. Of the 510 enrolled children, 54.3% were boys and 91.8% were poor. The mean serum 25(OH)D concentration was 9.3 ng/mL. Vitamin D deficiency (< 20 ng/mL) was detected in 436/510 (85.5%) children that was severe in 267/510 (52.4%). By logistic regression analysis, independent factors for vitamin D deficiency were: (i) older age group 11–15 vs. 6 − 10 years, adjusted odds ratio (AOR) 2.8 (95% confidence interval 1.2–6.2), (ii) poverty AOR 2.0 (1.0–4.3), (iii) not doing outdoor physical activity AOR 4.8 (2.8–8.1), and (iv) daily sunlight exposure < 60 min AOR 2.2 (1.3–3.7). Although Kandahar is very sunny throughout the year, vitamin D deficiency is highly prevalent among school boys and girls, placing them at great risk of vitamin D-deficient rickets. More work is needed to define the country-wide prevalence of vitamin D deficiency to inform robust strategies of vitamin D supplementation, the provision of vitamin D-fortified food to the school children in Kandahar City and health education programs that can be conducted with the help of international organizations.

Black Girls Seeing Urban Schools: Visual, Affective, and Discursive (Re)Conceptualizations of Safety

Joining the chorus of Black/Critical Race Feminist scholarship in education, this article explores how both affect and visuality inform understandings of safety for Black girls in schools. Using participatory visual ethnography, I explore how five young Black women at a Philadelphia magnet school conceptualize safety as an affective achievement of visionary school design. I argue that any attempt to address safety for Black girls in urban schools must include attention to the visual school culture and the affective dimensions of the school environment to fully account for the ways these dimensions counter or enable further physical, emotional, or spiritual harm.

Science Education for Girls in Korea, 1886–1910

The emergence of modern schools marked a significant transformation in women's education in Korea from the late nineteenth to the early twentieth centuries. For Western missionaries, building schools for girls was instrumental in their pursuit of evangelical objectives. The inception of Ewha Haktang (Ewha Girls’ School) in 1886 and Chŏngsin Yŏhakkyo (Chŏngsin Girls’ School) in 1887 aimed to mold Korean women into both devout Christians and adept homemakers. Gradually, the educational scope of mission schools expanded, encompassing a diverse array of scientific subjects, providing opportunities for women to pursue careers beyond the domestic realm. This study delves into the intricate construction of science education from 1886 until 1910 and highlights the pivotal role played by American female missionaries in shaping science as essential knowledge for women within their evangelical framework. Specifically, the article focuses on the development of physiology as a core subject that nurtured students’ interest in learning systematic theories of nature and the human body based on observation. While tracing how physiology became integral to science education for girls, this study argues that American female missionaries were the first to shape the initial encounter with modern science by mediating, translating, and educating physiology for women.

Effects of a Specialized Strength and Conditioning Program on the Fitness and Motor Skill Performance of High School Girls Softball Athletes

There is a high demand for strength and conditioning programs for high school athletes. However, the delivery of programs for girls can be inconsistent. Accordingly, many high school athletes have turned to private strength and conditioning coaches. The purpose of this study was to examine the effects of different private strength and conditioning program training frequencies (1, 2, 3+ sessions per week) on linear speed (0-9.14 m and 0-18.29 m sprint intervals), lower-body power (standing broad jump [SBJ]), hitting velocity, throwing velocity, and lower-body strength (3RM front squat, 3RM hexagonal bar deadlift [HBD]) in high school girls softball players. Retrospective analysis was conducted on 30 high school softball athletes (age=~15 years) from a strength and conditioning facility that specializes in training softball athletes. The athletes came from various high schools and completed an 8-week strength and conditioning program, with different weekly session frequencies (1 [G1W], 2 [G2W], or 3+ [G3+W] sessions per week). Data was analyzed via a 2 (pre-post) by 3 (G1W, G2W, G3+W) mixed factorial ANOVA (p&lt;0.05). Post hoc tests were performed using the Bonferroni adjustment procedure. All groups experienced significant improvements in the 0-9.14 m sprint interval (p=0.021), SBJ (p&lt;0.001), hitting velocity (p=0.006), 3RM front squat (p&lt;0.001), and 3RM HBD (p&lt;0.001). The results showed that an 8-week strength and conditioning program completed by high school girls softball athletes can improve fitness and motor skill performance, regardless of training frequency. These data support providing high school girls with access to properly structured and supervised strength and conditioning programs.

A Narrative Inquiry into the Experience of a Middle School Girl’s Participating in a School Ultimate Club National Tournament

A Narrative Inquiry into the Experience of a Middle School Girl’s Participating in a School Ultimate Club National Tournament

Adolescent autistic girls navigating their diagnosis in Swedish secondary school

IntroductionAdolescent autistic girls in mainstream schools experience more loneliness and exclusion than their peers. Swedish schools have a long tradition of working towards inclusion but, despite this commitment, these girls are at higher risk of absenteeism and failing to achieve educational objectives. Bearing this in mind, it is important to understand how autistic girls navigate their everyday school life from a first-hand perspective and develop a broader understanding of what shapes their opportunities for and barriers to participation.MethodsThis qualitative study draws on multiple semi-structured interviews with 11 autistic girls, aged 13–15, exploring how they navigate having an autism diagnosis within a Swedish secondary school context.ResultsWhile on a personal level the diagnosis itself was mostly perceived as positive, the girls expressed ambivalence about making sense of it in the school context. The girls expressed awareness of the perceptions and understanding of autism in their school setting, and their consequences in terms of both support and exclusion and stigmatisation. The sense of being perceived by others as different, accompanied by a desire to belong and an awareness of stigma, seemed to have a strong impact on how they navigated everyday school life. This created field of tension between the social context of school, its values and norms, and the girls’ personal experiences and views about autism.DiscussionThe girls’ accounts illustrate the complex reality of their school lives post diagnosis. Valuable implications for practice include the need to work towards a discourse in schools in which differences are seen as natural, and guidance post diagnosis to build the girls’ awareness and understanding and enable them to develop strategies for successfully navigating school.