School Pupils Research Articles

Interest of Secondary School Students Towards Stem Education in Delhi Region

STEM education is essential for developing students' critical thinking, creativity, and problem- solving abilities. This helps to develop future leaders and boosts the economy. However, increasing engagement and participation in STEM disciplines requires an awareness of the elements that influence secondary school students' interest in STEM subjects. The interest of Delhi region secondary school pupils in STEM education is examined in this study work. Its goal is to incorporate science, technology, engineering, and math into the curriculum of children in order to improve their cognitive abilities and encourage them to seek solutions to problems in the real world. In field education, STEM is an interdisciplinary and multidisciplinary approach. However, understanding students' interest in STEM subjects is crucial for fostering engagement and promoting excellence in these areas It investigates numerous elements that affect students' interest in STEM disciplines, including curriculum design, teaching strategies, social perspectives, and extracurricular activities, using surveys and interviews. The results offer significant perspectives for educators, policymakers, and stakeholders to formulate efficacious approaches for endorsing STEM education and cultivating a workforce prepared for the future in the Delhi region.

Effects Of Child-Centred Instructional Strategies On Pupils’ Academic Perfomance In Selected Lower Basic Schools In Shomolu Lga Of Lagos, Nigeria

Teachers are key elements in effective teaching and learning. The study identified effects of child-centered instructional strategies on academic performance of pupils in selected Lower Basic schools in Shomolu LGA of Lagos, Nigeria. This study adopted a descriptive survey research. A sample size of 120 teachers was used. 12 schools were randomly selected; ten teachers from each school. Early childhood teachers in Basic 1-3 were randomly selected for the study. Two research questions in 17 item questionnaires titled ’Effects of Child- Centered Instructional Strategies ‘(ECCIS) was used to elicit information and analyzed using descriptive statistics such as frequency counts, percentages and mean. The result showed that child-centered strategies such as demonstration, role-playing, and questioning strategies have a significant role on academic performance of pupils in primary schools. It was deduced also that learner–centered strategies encourage active participation of learners. Recommendations were made that schools should monitor the teaching strategies teachers use for learners to ensure they are developmentally age-appropriate, participatory, answer the learning objectives, and suit the learners’ styles as well.

School nurse's screening for child maltreatment facilitates disclosure – A Swedish intervention study

Early identification of child maltreatment (CM) is essential for children to receive support. The aim was to develop and evaluate a screening instrument for CM to be used by the school nurse in the health dialogue. The research questions included if victimisation could be disclosed by screening, if disclosure led to support measures, and the pupils' and the school nurses' experiences of the screening. A screening instrument to identify CM was developed. A total of 140 pupils and eleven school nurses participated. Mixed methods were used for analysis. Results showed that 29.7% of the participants disclosed CM victimisation and support was given when needed. Girls disclosed exposure to all types of maltreatment to a greater extent than boys. Pupils expressed the importance of screening and it created a trustful relation with the school nurse. No school nurses or pupils were distressed by the screening. Screening for CM facilitated disclosure.

Factors Associated with Anthropometric Status of Primary School Children in Dodoma, Tanzaniaania

Background: Malnutrition in school-age children significantly affects their health, cognitive development, and educational attainment. This study aimed to assess the nutritional status of school-age children and the influence of socioeconomic, demographic, and environmental factors on their nutritional well-being. This study focused on primary focus was on primary school children in Dodoma. sought to identify children who could be at risk of malnutrition. The study intended to establish baseline data regarding the nutritional status of school children that could contribute to a comprehensive understanding of the nutritional landscape among primary school children in the region. This information could subsequently inform nutritionists and policymakers to plan interventions to improve these children's nutritional status. Methods: A cross-sectional study involving 248 pupils was conducted in eight primary schools in Dodoma. Four schools were selected from Chamwino and Dodoma urban districts, respectively, whereby two government schools and two private schools were selected from each district. The other four schools were situated in the urban district of Dodoma, comprising two government and two private schools. The study assessed the prevalence of stunting, wasting/thinness, underweight, and overweight/obesity among primary school children. Stunting was characterized by impaired growth and development with low height for age, while underweight was defined as low weight relative to age. Wasting/thinness refers to insufficient flesh, with body weight falling below skeletal and physical standards. Overweight/obese indicates excessive fat tissue accumulation that could impact health. Data were analyzed using the WHO AnthroPlus v1.0.4 software and SPSS v26 software for Windows. Results: Prevalence rates among the surveyed pupils were as follows: stunting (10.5%), underweight (3.6%), thinness (2.8%), and overweight/obesity (10.1%). Stunting was more prevalent in boys (13.2%) than in girls (8.2%), and it exhibited an upward trend with increasing age. The prevalence of underweight was higher in public schools (8.2%) compared to private schools (3.2%). Thinness was more common in public schools (85.7%) compared to private schools (14.3%) and was more prevalent in rural areas (57.1%) and among younger children (57.1%). Overweight/obesity was more prevalent among girls (91.0%) compared to boys (88.6%). Schools in urban areas showed a higher prevalence of overweight/obesity (90.3%) than those in rural areas (89.5%). Private schools (95.2%) had a higher prevalence of overweight/obese pupils compared to public schools (84.7%). Pupils residing in urban areas were more likely to become overweight/obese compared to their counterparts living in rural settings. Conclusion: Significant rates of stunting, thinness, underweight, and overweight/obesity were observed among primary schoolchildren in Dodoma, Tanzania. These findings underlined the necessity to enhance nutrition interventions to improve the nutritional status of both public and private primary school pupils in Tanzania.

Nazi Elite-School Pupils as Youth Ambassadors: Between Fascist Italy and the Third Reich

Focused on transnational exchanges, this article examines a series of trips to Fascist Italy that were undertaken by pupils of Nazi elite schools in their role as youth ambassadors of the Third Reich. As a form of cultural diplomacy that continued during the Second World War, these trips were part of Fascist and Nazi efforts to foster a new cultural order. However, although intended to strengthen ties between the two regimes, the trips also laid bare national differences.

Solutions for Independent Goal Setting and Implementation of Primary School Students Fostering the Competence of Learning to Learn

The paper analyzes what personal goals primary school pupils are able to set on their own and how they achieve them in their decision-making process, thereby developing competence in learning to learn. In this work, the reader will be able to get acquainted with the theoretically grounded concept of the development of competence in learning and the possibilities of developing this competence in primary schools. In addition, it provides practical tools for the quality development of students’ learning competence, where students not only set personal goals and plan the steps to achieve them but also reflect on their experiences. An action research study analyzed the content of students’ (N = 50) personal learning diaries, discussing the students’ learning goals and the choices they make to achieve them and reflecting on the efforts made, and results were obtained in the development of the competence to learn. Based on the study findings, it is evident that fourth-grade students exhibit distinct patterns in individual goal setting, action-planning, and reflection processes. The analysis presented in this paper analyzes the general highlights and overarching themes and provides specific instances of goals, activity tasks, and reflections, offering insight into the cognitive processes of fourth-graders and their perceptions regarding the benefits and challenges of learning.

Student’s acceptance of the Nearpod application: an investigation in elementary school

<span lang="EN-US">The use of technology can increase teacher innovation in carrying out mass learning. Innovations that can standardize in terms of media use or digital supporting devices that reduce the learning barrier and help students succeed. One of the components of multimedia-based learning media is the Nearpod application. This research aims to ascertain the purpose and behavior of primary school pupils utilizing the Nearpod application via an extension of the unified theory of acceptance and use of technology 2 (UTAUT 2) model. The researchers employed a quantitative research method by distributing questionnaires to 217 students at Public Elementary School (SDN) 004 Tanjung Redeb, Berau Regency, East Kalimantan, Indonesia. Data from this study were analyzed using partial least square structural equation modeling (PLS-SEM). The findings revealed that behavioral intention (BI) is significantly positively influenced by hedonic motivation (HM), habit (H), and habitual behavior (HB). In addition, habit (H) also has a significant positive effect on use behavior (UB). It can conclude this study can explain that the adoption of technology in the elementary school environment has different causal factors.</span>

Common Teaching Strategies of Mathematics Teachers and Learning Achievement of High School Students at Tacurong National High School

Students' academic experiences are greatly influenced by effective teaching methods, especially in topics like mathematics. This study explores the opinions of math teachers about using different teaching pedagogies with high school pupils. Without an organized plan, information could be shared that isn't relevant to the interests of the students, which highlights the need of using a variety of techniques to create positive discipline and encourage student motivation. Twenty-two high school math instructors from a public school in New Isabela, Tacurong City, Sultan Kudarat, were chosen as respondents using a Purposive Sampling Technique. The study uses a validated questionnaire to measure teacher impressions and uses a quantitative comparative design. To evaluate the collected data, statistical methods such as mean, One-way-analysis of Variance, and Tukey-Kramer were used. The computed F-value of 3.238 indicates that the results show a significant difference in the learning achievement of High School pupils in Mathematics when exposed to diverse teaching styles. This emphasizes how crucial it is to modify teaching strategies to meet the various needs of students. The study provides insightful information about how different teaching methods can improve students' academic performance in mathematics, laying the groundwork for further research and possible advancements in teaching methods. Comprehending the viewpoints of educators about these tactics can facilitate the creation of focused interventions aimed at enhancing the educational experience for High School Mathematics pupils.

“I’m Doing Something Fun…”: Primary School Pupils’ Perceptions of Physically Active Lessons

ABSTRACT Purpose This article sought to extend the understanding of primary school pupils’ experiences and perceptions of physically active lessons (PAL) compared to traditional classroom lessons. Method The study draws from qualitative data captured through nine focus group interviews (utilizing writing, drawing, show and tell, and puppets) with year 5 and year 6 pupils. Results Data were analyzed using inductive and deductive procedures. Findings highlight that pupils perceived traditional lessons to be teacher-centered, boring, and sedentary. In contrast, pupils recognized that the teacher became a facilitator of learning in PAL, which created more social interaction and enjoyment. Conclusion PAL offers an alternative pedagogical approach to didactic teaching, and pupils demonstrated preference for more fun, engaging, and active lessons.

Blood Pressure Pattern and Prevalence of Hypertension amongst Apparently Healthy Primary School Pupils in Abuja, Nigeria.

The objective of this study was to determine the blood pressure (BP) pattern and prevalence of hypertension amongst apparently healthy primary school pupils in Abuja. This was a descriptive, cross-sectional study carried out on apparently healthy primary school children aged 6-12 years. BP was measured using a standard mercury sphygmomanometer according to standard guidelines. Data were analysed using SPSS version 17.0. Pearson's correlation coefficient (r) and analysis of variance were used to determine the relationship between BP and various variables where applicable. P = 0.05 was considered statistically significant. Out of 1011 pupils recruited for the study, 457 (42.2%) were male. The mean systolic and diastolic BP (SBP and DBP) increased significantly with age from 94.5 mmHg to 101.0 mmHg and from 61.5 mmHg to 65.3 mmHg from 6 to 12 years for SBP and DBP, respectively (P < 0.05). The prevalence of high BP was 9.1%. Age was the only predictor of SBP (β = -0.629, 95% confidence interval [CI] -1.115, -0.142), while age, height and body mass index (BMI) were the predictors of DBP (β = -0.686, 95% CI of -1.152, -0.221; β = 0.490, 95% CI of 0.172, 0.809; β = 1.753, 95% CI of 0.374, 3.160) for age, height and BMI, respectively, at P < 0.05. The predictors of SBP and DBP as shown in this study support the recommendations by various reports for taking body size into consideration in developing reference values for various populations. Age and body size are important determinants of BP in children. Its measurement should be encouraged in schools.

Pupil Voices: Review of Factors Influencing Pupil Participation in Primary School Physical Activity

ABSTRACT Context Because the purpose of school-based physical activity (PA) interventions is to improve academic and/or health-related outcomes for children, their views must be considered for such programs to be successful. To inform the development of acceptable initiatives, a need exists to examine and synthesize pupil perspectives. Objective This review explores what is known about primary-aged pupils’ perspectives on school-based PA and qualitatively synthesizes the factors that influence pupil participation. Design This rapid qualitative review was conducted systematically and followed the Enhancing Transparency in Reporting the Synthesis of Qualitative Research (ENTREQ) guidelines. Eligibility Criteria Peer-reviewed articles published in the English language between January 2013 and April 2023 that reported qualitative data on primary school pupil participation in school-based PA were included. Study Selection Databases searched were Medline (Web of Science), ERIC (Education Collection-ProQuest), and EBSCO (Academic Search Complete, Education Source, ERIC, APA PsycArticles, APA PsycInfo, SportDiscus, CINAHL complete, Medline Full Text, Humanities Source Ultimate). Twenty-one articles that included qualitative evaluations of pupil participation in school-based PA from the pupil perspective were included. Main Outcome Measures The main outcome measured was pupil perceptions of factors that influence their participation in school-based PA. Results Ten themes emerged from the pupil data. The most prevalent was fun and enjoyment, followed by perceived health benefits, social interaction, and perceived academic benefits. Autonomy, appropriate level of challenge, perceived motor competence, school culture and environment, outdoor play, and influence of teachers were also identified. Conclusion To promote participation in PA, schools must support autonomy with developmentally appropriate equipment and space to facilitate physically active games. Positive and encouraging adults must maintain socially safe environments where pupils can be active with their friends. Physical education must be highly regarded, and pupils should have multiple opportunities to engage in PA throughout the school day.

Театральне виховання та соціальний розвиток учнів з порушеннями інтелектуального розвитку (на прикладі діяльності комплексу спеціальних шкіл у Червйонка-Лещинах, Польща)

The purpose of the article is to substantiate the importance of theatre education in the social development of younger pupils of special schools. The theoretical part presents the theatre education of students with special educational needs, outlines the portrait of students with intellectual disabilities and defines the specifics of the activities of the Complex of Special Schools in Czerwionka-Leszczyny. The practical part of the article presents theatre education in the Complex of these schools based on interviews with the leaders of the drama club and group “Zetki”, on the school's journal and the results of the survey conducted amongst the members of the group. The article proves that theatrical activity promotes integration through the development of interpersonal skills and verbal and non-verbal communication, improvement of visual-hearing-motor coordination, as well as the formation of a sense of empathy and imagination of persons with disabilities. The importance of a friendly atmosphere and mutual acceptance of all participants during theatre activities is emphasised. The authors use the method of theoretical analysis of scientific sources on the research topic; the method of survey, as well as the analysis of the results of empirical research.

Prevalence and Determinants of Childhood Obesity among Primary School Pupils in Edo State: A Cross-Sectional Study

Childhood obesity is a global health concern associated with various adverse health outcomes. This cross-sectional study aims to determine the prevalence of childhood obesity and explore the factors contributing to obesity among primary school pupils in Edo State, Nigeria. A multistage sampling technique was employed to select 1,805 pupils from sixteen schools in Edo State. Data on body composition, including weight, height, arm circumference, and skin folds measurements, were collected by qualified nurses and research assistants. Additionally, a food frequency questionnaire (FFQ) and a food consumption pattern questionnaire (FCPQ) were administered to assess the pupils' food consumption patterns. Statistical analyses were conducted using SPSS version 23, including frequency distributions, percentage distributions, mean, standard deviations, chi-square and independent samples t-test statistics. The study found out that 14% of pupils in the state were obese, and that skipping lunch, eating alone and engaging in physical activities after school had a significant relationship with the prevalence of obesity (p = 0.049, 0.040 and 0.035 respectively). Also, children in urban areas had a higher likelihood of obesity compared to those from rural areas (p &lt; 0.000), while girls exhibited slightly higher prevalence of obesity compared to boys, though the difference is insignificant (p = 0.769). The study concluded that the prevalence of childhood obesity is high in Edo State of Nigeria, and that the determinants of this prevalence include dietary patterns, cultural factors, and gender. Keywords: Childhood obesity, prevalence, determinants, primary school pupils, Edo State, Nigeria

Prevalence of Urinary Schistosomiasis among Primary School Pupils in Riverine Community of Garko Local Government Area, Kano State, Nigeria

Schistosomiasis is a neglected tropical disease that has become endemic in the riverine communities, primarily among school-age children, leading to school absenteeism. The study determines the prevalence of urinary Schistosomiasis and predisposition factors. A total of One hundred and fifty urine samples were examined for the presence of Schistosoma haematobium ova and detection of haematuria. The result obtained was tested using the Chi-Square test, and the overall prevalence was 53.3%. The infection rate was higher among males (58%) than the females (42%). The infection rate was higher among the ≥15 years age group (69.2%), while the 5-9 years age group had the least infection rate (47.2%). The study observed that the highest prevalence (62.0%) was recorded in Kafinchiri Primary School; this might be due to the influence of the water body in the community. The predisposition factors include gender, as males recorded the higher prevalence, which might be related to the economic activities such as irrigation, fishing, and laundry occurring in the riverine area. Age groups among the pupils had an impact on the prevalence of school absenteeism, and running away before closing hours is partially attributed to recreational activities, including swimming. Maintaining a safe distance between schools and water bodies and limiting frequent visits to the riverine area is crucial. The use of personal protective clothing and prompt treatment of infected persons should be encouraged to curtail the infection.

Effectiveness of Physical Activities in Students’ Mental Health at Elementary Level

This study investigates the effectiveness of physical activities in improving the mental health of elementary students. Preliminary analysis reveals a significant positive correlation between participation in physical activities and various indicators of mental health, including self-esteem, emotional regulation, and social competence. Certain types of activities, such as team sports and outdoor play, appear particularly beneficial. The study underscores the importance of integrating physical activities into the school curriculum to support the overall well-being and academic success of elementary students. The research was exclusively of a quantitative type. The association between students' physical activity levels and their mental health at a particular moment in time was investigated using a correlation research methodology. The elementary school children enrolled in public schools in District Layyah made up the study's population. There were 37,820 kids in the target population overall, comprising students in Grades 6, 7, and 8. There were 37820 people in total, and 380 pupils were chosen at random to make up the sample. Indicators of mental health and levels of physical activity were measured using a survey questionnaire. Structured questionnaires were used to gather data from the chosen group of primary school pupils. Using the proper statistical techniques, such as inferential and descriptive statistics, the collected data was examined. The data were summarized using descriptive statistics including mean, standard deviation, and frequency distributions. Inferential statistics, such as correlation analysis, were used to investigate the connections between primary school kids' levels of physical exercise and their mental health outcomes. All statistical tests were conducted with a significance threshold of p &lt; 0.05. To make it easier to grasp and analyze the results, the data analysis results were presented as tables and figures. Based on the findings, the research questions were answered and conclusions were made. This study is important because it offers guidance on how parents, legislators, and educators can help their children engage in physical activity. Evidence-based guidelines, treatments, and policies aimed at improving mental and physical well-being can be informed by the results.

Unveiling the Path to Healthy Habits: The Effect of School-Led Total Sanitation Intervention on Sanitation and Hygiene Knowledge and Practices Among School-Going Children (Grade 4–7) in Baringo County, Kenya

Background: Poor hygiene and sanitation knowledge and practices pose serious health risks to vulnerable populations, such as school-going children. Kenya is among the 26 countries worldwide that account for 90% of open defecation. School-led total sanitation (SLTS) is a novel intervention that has been successfully implemented in South African countries to improve sanitation and hygiene outcomes among school-going children. Despite the intervention’s success elsewhere, it has not been implemented in Kenya. The main aim of this study was to assess SLTS’ effectiveness in improving sanitation and hygiene knowledge and practices among school-going children in Baringo County. Methods: A quasi-experimental study was conducted involving 434 pupils divided into intervention and control groups across three schools in each study group. A six-month intervention included triggering, forming health clubs, training sessions, and distributing information, education, and information materials. Thereafter, an evaluation was performed 3 months post-intervention. The data were analyzed using SPSS V18. The Chi-square test was used to compare knowledge and practices in both groups, while the difference in differences (DID) method assessed intervention effectiveness. Results: Compared to the control group (15.2%), children in the intervention group (63.2%) showed significantly high knowledge levels (χ2=104.67, df=1, P&lt;0.0001). There was a 52.3% mean increase in knowledge among children in the intervention group. A more considerable number of pupils (85.6%) in the intervention schools washed their hands with soap compared to 65.5% (χ 2=23.57, df=1, P&lt;0.0001) in the control group, demonstrating an increase of 19.6%. In the intervention group, there was a significantly lower proportion of pupils who practiced open defecation at home (16.3%) compared to 35.4% in the control group (χ 2=25.0, df=1, P&lt;0.0001). Conclusion: The SLTS intervention led to an increase in knowledge on sanitation and hygiene but a reduction in open defecation at home among school-going children. These findings revealed that SLTS is an effective approach that can be adopted by regional governments, national governments, and other stakeholders as an additional intervention to address the problem of poor hygiene and sanitation in Kenya.

Fractional Reasoning with Representation: Insights from Malaysia

Objective - Fractional reasoning is a crucial aspect of mathematical understanding fundamental in various mathematical concepts, real-world applications, and higher-level mathematical skills. Comprehending and working with fractions through various strategies, such as representation, is essential for students to develop a solid foundation in mathematics. However, fractional reasoning remains challenging in classroom teaching and learning since it requires deep understanding. Methodology/Technique – The current issue is a more comprehensive and conceptually grounded approach to foster a deeper acquisition of fractional reasoning strategies. Hence, this study aims to investigate to what extent primary school pupils develop fractional reasoning strategies to solve related problems, specifically for fractions of an area and fractions of a set of objects. A case study was conducted to interview eight primary school pupils from Perak (in Malaysia) for the data collection. Finding – The participants' solutions were observed to triangulate the interview data. In the content analysis, the identification of codes was carried out. Their findings revealed that the participants relied on strategies of representation methods of enactive and symbolic representations when working on fractions of an area. Novelty – This study introduces a novel perspective by emphasising that the identified fractional reasoning strategies are not isolated skills. The primary school pupils predominantly employed enactive and symbolic representations for fractions of an area, while favouring symbolic representations when reasoning fractions for a set of objects. These insights offer valuable guidance to educators, suggesting that a varied instructional approach, incorporating real-world contexts, can contribute to a more profound and versatile comprehension of fractions across diverse mathematical scenarios. Type of Paper: Empirical JEL Classification: I26, I29 Keywords: Representation, Enactive, Symbolic, Fractions, Fractional Reasoning Reference to this paper should be referred to as follows: Kamaruddin, N.I.H; Hoon, T.S; Hong, J.B.Z. (2024). Fractional Reasoning with Representation: Insights from Malaysia, GATR-Global J. Bus. Soc. Sci. Review, 12(1), 01–14. https://doi.org/10.35609/gjbssr.2024.12.1(1)

Plant a seed series: the impact of an online outreach package on school pupils’ knowledge, skills, and attitudes to medicine

BackgroundMedicine is one of the most inaccessible professions in the United Kingdom (UK). The Plant a Seed (PAS) series was created to address this; it is an online pre-recorded three-part video series to “Inspire”, “Educate” and “Motivate” pupils from widening participation backgrounds on Medicine. We explored the impact of PAS on pupils’ knowledge, skills and attitude to Medicine.MethodsWe conducted a national pretest-posttest study of Years 7–9 pupils in the UK. 503 schools were invited to PAS, following ethics approval. Consented pupils viewed all three episodes asynchronously and completed a pre-and post-series Likert scale confidence questionnaire, which evaluated their knowledge, skills and attitudes to a medical career. A Shapiro-Wilk test showed the lack of a normal distribution (p < 0.05); therefore, a Wilcoxon signed-rank test statistically compared pretest-posttest results of each pupil.Results70 pupils in Years 7–9 from 2 schools participated in this study. PAS was shown to significantly increase pupils’ knowledge of the role and life of a doctor, medicine as a degree, admissions requirements, and careers in medicine (p < 0.05). There was a significant increase in pupils believing they could study medicine. The intervention did not significantly increase the desire for pupils to study medicine (p = 0.187).ConclusionPAS significantly improved pupils’ knowledge, skills and confidence demonstrating the need and benefit to enrolment of the programme at scale. It did not significantly increase the number of pupils wishing to study medicine. Analysis at scale is required to evaluate the effectiveness of PAS as a key intervention to break down barriers to medicine.

Awareness towards urinary schistosomiasis and its relation with active infection among primary school pupils and students in North Kordofan state, Sudan 2022

ObjectivesThis study intends to evaluate the prevalence of active Schistosomiasis in school children, as well as their awareness, attitude, and behavior towards the illness in El-Rahad province. MethodsThis facility-based analytical cross-sectional study among 495 primary school children aged seven to 13 in five villages; Structured and pre-tested questionnaires were used to collect the data in face-to-face interviews, in addition, urine samples were collected from each pupil and then assessed microscopically for S. Haematobium eggs Presence. Data was analyzed using SPSS version 25.0. ResultsA total of 424 primary school students participated in the study. Almost all the students (96%) had poor knowledge about urinary schistosomiasis. In general, 100% of the students had poor practices. Attitude revealed that females have lower chance of having the infection than their male counterparts. About 27% (n = 115) of them had active urinary schistosomiasis infection at the time of the study. ConclusionThe study revealed poor level of awareness and knowledge, positive attitude, and poor practices among primary school students. There was also high level of active infection among participants.

Effects of Bilingualism Strategy on the Academic Performance of Primary School Pupils in English Studies in Ile Ife, Osun State, Nigeria

Abstract This study determined the effects of bilingualism on the academic performance of primary school pupils in English Studies in Ile-Ife, Osun State. It also examined the interactive effects of sex and bilingualism on the academic performance of primary school pupils in English Studies in Ile-Ife, Osun State and further investigated the effects of the strategy on the attitude of the pupils in learning English Studies in the study area. The study utilized an experimental research design and the instruments used for data collection are Test of Knowledge of Reading Comprehension (TKRC) in English Studies and Pupils Attitude Questionnaire (PAQ) towards the effects of bilingualism strategy on the academic performance of primary school pupils in English Studies in Ile-Ife (PAQ). The sample comprised thirty three pupils of two randomly selected primary three classes of primary schools in Ile-Ife. Using Analysis of Covariance (ANCOVA), the results showed that students performed better when they were taught using bilingualism strategy than when they were taught using monolingual strategy with the statistical value of Sig=0.024, F=5.811 (p0.05). Result also showed that there is a transfer of knowledge of the Pupils' L1 to the understanding of English studies in the classroom and that irrespective of sex the pupils performed better when they were taught using bilingualism. The results also revealed that bilingualism has significant effect on the attitude of the pupils towards the learning of English reading comprehension The study concluded that bilingualism strategy is effective in improving the academic performance of primary school pupils in English reading comprehension in Ile-Ife, Osun State, Nigeria. Keywords; bilingualism; english studies; strategy; academic performance