School Pupils Research Articles

Exploring the potential of Study with Me as an English-Language Learning Tool: A Multiple-Case Study of Secondary School Pupils in Austria

This article investigates the use of in-real-time Study with Me streaming sessions as an out-of-class tool for English-language learning among Austrian secondary school students. Taking the form of a multiple-case study, this paper examines how three students utilize Study with Me to support their English-language development. Through semi-structured interviews and member checking, the study explores participants’ motivations, interaction patterns, and learning strategies during Study with Me sessions. Findings reveal a nuanced approach to Study with Me use, emphasizing its role in minimizing distractions, fostering a sense of community, and enhancing self-regulation skills. While participants perceive Study with Me as beneficial primarily for subjects requiring process internalization, they acknowledge only limited utility for English-language learning. The study underscores the need for further research on the efficacy of Study with Me in non-language learning contexts and highlights students’ adaptive learning strategies within an exams-oriented education system.

Finding an (Ecological) Niche in the Postdigital Taskscape: The Role of Strong Literacy and Poor Pedagogy in Primary School Pupils’ Online Literacy Practices

This paper uses a postdigital, postphenomenological lens to examine what happened when an online platform, a wiki, was used to support writing practices in an inner London Key Stage 2 classroom. It understands a postdigital approach to education as one which takes account of the imbrication of technology in our everyday life without valorising it or making hyperbolic claims about what it can do. Avoiding utopian or dystopian accounts, it unpicks what happened when students were allowed to compose multimodal texts beyond the classroom on topics that interested them. Using a postphenomenological approach, it looks at the materiality of the technology in praxis in the different spaces where it was used. It uses as a heuristic Ingold’s concept of the taskscape, recently developed by various scholars as a site not of romantic bucolic human activity but as somewhere where sociomaterial practices are contested as we wrestle for resources within our immediate environment. As students travel between these different taskscapes of home, school and the wiki, it examines how they enact the affordances around them in their transformation from apprentices to more skilled practitioners of literacy. It follows their trajectories-of-becoming when they move between these taskscapes, growing into knowledge as they weave lines of literacy across online and offline spaces. It argues that reviving Gibson’s notion of the ‘ecological niche’ allows us to understand why some find the paths between these spaces easier to tread than others.

Enhancing Oral Health Care Access for School Children: A Perspective.

Inadequate access to oral health services for school children remains a pervasive issue in Nigeria. According to a study, a mere 20% of enrolled students have availed themselves of dental visits following referrals from dentists. Various barriers, such as geographical location, socioeconomic status, lack of awareness about the importance of oral health, and fear of treatment, contribute to this low utilization rate. The resulting problem exacerbates social class disparities within the country. To address this pressing concern, we conducted an exhaustive academic review encompassing peer-reviewed literature, policy documents, and other relevant materials. This review underscored three potential policy alternatives: bolstering educational campaigns on oral health, implementing mobile dental clinics, and establishing on-site school-based dental clinics—an innovative approach in the Nigerian context. Additionally, we will delve into insights from a successful case study of a model on-site school oral healthcare clinic in Ile-Ife. Recognizing that each approach comes with its own set of advantages and disadvantages, we propose a concise School Oral Health Policy. This policy aims to establish a framework for incorporating these remedies efficiently, providing a comprehensive solution to the issue of insufficient availability of dental healthcare services among Nigerian school pupils.

Dental caries status and related factors among 12-year-old Somali school children in Hargeisa.

There is little data on the oral health conditions of Somali children. The aim was to assess the dental caries status and related risk factors of 12-aged children in primary schools in Hargeisa, Somaliland. A school-based survey was conducted in Hargeisa in December 2022. Using 2-stage cluster sampling, 405 children (12-aged) were randomly selected from 16 primary schools. Data collection involved WHO structured interviewer-administered questionnaire and clinical examinations. The DMFT index was measured according to WHO criteria, and accordingly, the mean for the significant caries index (SiC) was calculated. The association between the DMFT and the relevant variables was analysed using negative binomial regression in STATA. The overall prevalence of dental caries was found to be 62.7%, with a mean DMFT of 1.7 and a SiC score of 3.7. Non-public school pupils showed significantly higher prevalence of dental caries and mean DMFT compared to public school counterparts (68.5% vs. 58.6%) and (1.91 vs. 1.48), respectively. Merely 14.7% of the participants utilized dental care services in the previous year. The multivariable analysis showed a significant positive association of the DMFT outcome with attending a non-public school (95% CI 1.16-2.12) and having many previous dental visits (95% CI 1.22-2.83). In the adjusted model, fathers of low education had children with better dental caries status (lower mean DMFT) than their well-educated counterparts. The mean DMFT was not significantly influenced by the factors sex, location, educational attainment (school class of the participants) and frequency of teeth cleaning. Although the overall mean DMFT of school children in Hargeisa could be regarded low, the high levels of untreated caries especially in the one-third most affected are a cause for concern. Children enrolled in non-public schools formed the high-risk group. Preventive oral public health programs targeting Somali school children are recommended.

Who do I Look like More, Mom or Dad? An Exploratory Survey about Primary Students’ Ideas about Heredity

AbstractUnlike in other countries, heredity and genetics appear first in Spanish science standards in secondary levels. However, some researchers have suggested the need of progressively introducing some basic genetic ideas already from primary education levels. In this context of no formal instruction in early stages, the objectives of our work were to characterize the incipient heredity model of primary school pupils and to evaluate its progression, to identify the most appropriate time to introduce these ideas. We designed a 12-item questionnaire referred to two constructs: (1) the difference between biologically inherited and environmental acquired traits and (2) the mechanism of inheritance. 535 primary school pupils (6–12 years; grades 1–6) took part in the study. In addition, 1–2 pupils per class were interviewed, totalling 30 interviewees. The results showed that pupils clearly identified physical resemblance as inheritable but had more difficulties in assessing physiological traits. Most pupils (84%) correctly identified that accidentally acquired traits were not transmitted to the descendance. However, only 32,2% of them use terms related to inheritance (77,1% of them in G4 – G6). Regarding the mechanism of inheritance, the idea that siblings express traits of both parents becomes more prevalent from grade 3, even suggesting the appearance of new traits or the mixture of previous ones. Older pupils accepted that a trait could skip a generation, although most of them were unable to explain the mechanism, that involves the idea of dominance/ recessiveness. These results allow identifying key leverage points for constructing the inheritance model at Primary levels.

THE IMPACT OF DIFFERENTIATED PEDAGOGY ON THE IMPROVEMENT OF HIGHER-ORDER THINKING SKILLS AMONG YEAR 5 STUDENTS IN THE SCIENCE SUBJECT AT SK. ST. AUGUSTINE (M), MERADONG

Higher-order thinking skills (HOTS) are a vital aspect in the transformation of the education system in Malaysia. However, thinking skills are less effectively implemented in the Malaysian education system, leading to a lack of Higher- Order Thinking (HOT) skills among Malaysian pupils. One of the factors contributing to this problem is the teaching approach used by teachers during teaching and learning sessions in the classroom. The presence of students with a variety of learning styles, interests, and levels of ability in a classroom has been a challenge for teachers to undertake teaching and learning activities and subsequently the established teaching and learning objectives. According to the 2022 International Student Assessment Programme Report (PISA), Malaysia is ranked 53rd out of 81 participating countries, which is the lowest ranking when compared to other countries. This is the result of the student's inability to answer assessment questions that require high-level thinking skills. The same situation also occurred where Malaysia’s performance in the Trend in International Mathematical and Scientific Studies (TIMSS) programme in 2019 showed that Malaysia was ranked 26th out of 39 participating countries. (TIMSS 2019). Differentiated Pedagogy (DP) is proposed as a solution, as it meets the learning needs and backgrounds of students who are different from the abilities aspect. The purpose of this study was to examine the impact of different pedagogy methods on the improvement of higher-order thinking skills within 5th-year primary school pupils in science subjects. The study was conducted using an experimental method by implementing differentiated pedagogical learning on a sample of 40 pupils selected purposefully from a school in the Meradong district. The sample of this study was divided by class, which was Year 5 of St. Thomas (n = 20) was used as a control group taught using conventional teaching methods, and Year 5 of St. Matthew (n = 20) was assigned to an experimental group taught using Differentiated Pedagogy method. The sample was given a high-level thinking skills test to determine the performance of pupils before and thereafter the implementation of differentiated pedagogy in learning the unit of 'Matter'. The results of this study indicated an improvement in higher-order thinking skills (HOTs) application in the treatment group that was taught utilizing differentiated pedagogy compared to that of the control group. This study suggests the use of this differentiated pedagogy in other schools as well as in other subjects.

Impact of a model-based paralympic sports project in physical education on primary school pupils’ attitudes, self-efficacy, and intentions toward inclusion of peers with physical disabilities

ABSTRACT Purpose Decreased involvement in physical education (PE) among children with disabilities can result from negative attitudes toward peers with impairment. School-based paralympic sports programs may improve students’ views about people with disabilities. The present study aimed to determine whether a model-based paralympic sports project in PE would have a favourable impact on primary school students’ attitudes, self-efficacy, and intentions toward including peers with physical disabilities in PE, ultimately improving their prosocial behaviour, while considering their previous experience with disability, according to the theory of planned behaviour. Methods Participants included 105 fifth-grade pupils of a primary school (mean age 11.0 ± 0.2 yrs) who were randomly assigned to a control (33 boys, 29 girls) or an experimental (25 boys, 18 girls) group. The intervention consisted of 8 PE lessons developed during 8 consecutive weeks: it incorporated sport-based youth development principles and affective learning into PE according to the Teaching Personal and Social Responsibility model (TPSR). The educational intervention focused on paralympic boccia and sitting volley (adapted to pupils’ skill level), comprised information, multimedia material, and the simulation of physical impairments, and used active learning strategies. Pre and post intervention, participants responded to a questionnaire investigating sociodemographic information, their attitudes, self-efficacy, and intention toward inclusion of peers with physical disability in PE, and their prosocial behaviour. A RM-MANOVA was conducted to investigate group × time, and group × familiarity × time interaction effects, on all the variables. A path analysis was conducted to test antecedents of intention and of prosocial behaviour. Results Results revealed a group × time effect (p < .001) with intervention group reporting significant improvements in all the measures. The intervention efficacy was enhanced by a significant effect of familiarity with disability (group × familiarity × time), with experimental group pupils familiar with interacting with a peer with disability reporting greater improvements in all the investigated variables (p < .001). Conclusions The integration of the TPSR model within a Paralympic sports program in PE showed positive effects on pupils’ psychological dimensions, contributing to the field of inclusive education. These findings could support primary school PE teachers in implementing TPSR-based paralympic sports projects in PE. Further, paralympic sports could assist in educating students to develop and perform appropriate behaviours towards their peers with disability, to facilitate their mutual development and learning.

Multilingual Assessment of Primary School Pupils in the HungarianContext

Multilingual approaches to teaching and learning are linked to significant benefits at the linguistic and metalinguistic levels in the European context. The study is based on the Dynamic Model of Multilingualism. Multilingualism research is considered to be a neglected area in the Hungarian context, however a handful of studies have appeared on third language acquisition and multilingual awareness recently. 44 subjects took part in the investigation. This study aims to investigate certain factors influencing third language acquisition. The following research questions have been formulated. The first question seeks to answer whether L2 knowledge and age have an impact on L3 achievement. The second question examines whether L2 experience has an impact on L3 proficiency and on multilingual awareness. The third question seeks to determine whether the order of language acquisition influences L3 proficiency and multilingual awareness? Data were collected using self-constructed C-tests and a Multilingual Competence Test. Mann-Whitney tests showed that L2 knowledge supported a higher level of L3 proficiency but only in the GE groups. Age played an integrative role in L3 proficiency in EG and GE groups although there was one year difference amongst the groups. The results suggested that a higher level of L3 knowledge could contribute to a higher level of cross-linguistic awareness but not a higher level of metalinguistic awareness in each group. Learning German as an L2 can lead to a higher level of L3 proficiency and multilingual awareness. Keywords: multilingual awareness, L2 knowledge, L3 proficiency, English, German

How can reading and writing be promoted in Anglophone West Africa? Evidence from new perspective: a word of mouth from experts in basic education

ABSTRACT The unintended consequence of primary school enrolment is to reduce illiteracy among pupils; however, increased school enrolment in sub-Sahara Africa yields fewer results of equipping pupils with reading and writing skills as many primary school pupils can hardly read and write. The study explores barriers influencing pupils’ poor reading and writing skills and strategies to promote reading and writing using qualitative inquiry. Thus, a semi-structured interview was administered to collect data from experts in primary education from the two most populated countries in West Africa (Ghana and Nigeria) that share similar educational policies, priorities, and challenges. The study's finding indicates that the illiteracy of parents, inadequate school facilities, and lack of community support for reading and writing activities were the fundamental barriers. The study suggests that schools adopt reading promotion tools used in Eastern Asia and Pacific countries as a national strategy. Parental involvement and community support for reading promotion activities should be encouraged, and primary schools should be resourced with reading materials, cheaper internet for schools, and digital learning facilities should be provided, which will make reading and writing less stressful and fun for pupils.

Age and Gender Strongly Influence Visual Impairment in Schoolchildren

Background: Blurred vision caused by refractive errors, which result from an imbalance between the axial length and optical power of the eye, is prevalent worldwide. This condition, if undiagnosed in school-aged children, can significantly affect learning and development. Specific background: In Basra City, the prevalence of refractive errors and their impact on students' academic performance remains underexplored. Knowledge gap: There is limited data on the correlation between visual acuity and academic levels in elementary school pupils in this region, especially concerning demographic factors such as age and gender. Aims: This study aimed to determine the prevalence of visual impairment (VI), evaluate the visual acuity of elementary school pupils, and describe the characteristics of visually impaired students. Additionally, it sought to assess the relationship between visual acuity, age, gender, and academic performance. Results: A cross-sectional study was conducted on 200 students from Basra primary schools using a Snellen visual acuity chart. The results revealed that 24% had poor grades, 37% had moderate grades, and 39% had good grades. No significant relationship was found between visual acuity and academic performance, but a strong correlation was observed between visual acuity and both age and gender. Novelty: The study emphasizes the need for early detection of refractive errors in elementary school students and the significant correlation between visual acuity and demographic factors, especially age and gender. Implications: These findings suggest the need for regular vision screenings in schools to ensure early intervention and reduce the long-term impact of visual impairments on children’s educational and social development. Highlights: Prevalence: High rates of visual impairment found among Basra elementary students. Correlation: Visual acuity strongly linked to age and gender, not academic performance. Recommendation: School vision screenings are vital for early detection and intervention. Keywords: Refractive errors, Visual acuity, Elementary students, Basra City, Vision screening

Praxeological tales as an innovative media product for fostering successful personalities in primary school pupils

This study aims to substantiate the technology of forming a successful personality in primary school pupils through implementing media education, focusing on using praxeological tales. The research methods include theoretical analysis of literary sources, modelling, and empirical techniques such as observation, questionnaires, surveys, and experiments. The results show that praxeological tales, which reflect the basic rules and factors of achieving success, can be an effective, innovative media product in shaping successful pupils. The proposed technology model incorporates praxeological tales and other media education tools and techniques. An experimental study involving control and experimental groups of primary school pupils demonstrated that the percentage of children with a high level of successful personality development increased from 9.6% to 23.1% in the experimental groups. In contrast, the percentage of low levels decreased from 42.3% to 20.2%. The findings suggest that forming successful personalities in primary school through media education using praxeological tales can help increase pupils' media literacy, develop key life competencies, and prepare children for future self-realisation.

Information Technology Integration and Classroom Learning Engagement in Selected Elementary Schools in Binangonan, Rizal

The objective of this study is to assess the correlation of information technology integration on the learning engagement of grade school pupils in selected elementary schools in Binangonan, Rizal. In an era where technological advancements are rapidly transforming educational landscapes, this study investigates how effectively integrating information technology (IT) into teaching practices impacts various dimensions of pupil engagement, including emotional, cognitive, motivational, behavioral, cognitive-behavioral, and social-behavioral engagement. The research sample consists of 655 pupils, highlighting a slight predominance of females over males and revealing significant socioeconomic diversity among the respondents. The study employs a comprehensive approach, evaluating teachers' proficiency in multiple domains of IT integration—Technological Knowledge, Content Knowledge, Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge, and Technological Pedagogical Content Knowledge. Findings indicate a consistently high level of IT integration across these domains, with slight variances based on factors such as sex, family income, and access to technology at home. Emotional and cognitive engagement among pupils are particularly influenced by these variables, while overall engagement levels remain robust across different demographics. The study also reveals significant positive correlations between teachers' IT integration and pupils' engagement across all dimensions, underscoring the critical role of proficient IT use in enhancing educational outcomes. Based on these insights, the study proposes an Enhanced Training Plan aimed at addressing the digital divide, empowering teachers through continuous professional development, fostering high levels of pupil engagement, and promoting collaborative and supportive classroom environments. This plan includes targeted activities, regular monitoring, and evaluation to ensure its effectiveness and adaptability to evolving educational needs. The findings highlight the necessity for ongoing support and professional development for teachers to maximize the benefits of IT integration, ultimately contributing to a more dynamic and inclusive educational experience for all pupils.

Development of anattitude scale towards science literacy for secondary school pupils

Development of anattitude scale towards science literacy for secondary school pupils

Use of Virtual Manipulatives in Addition of Fractions Among Year Four Pupils

&lt;p style="text-align:justify"&gt;One of the challenging concepts that many primary school pupils deal with is adding fractions. However, the problem of adding fractions in the classroom might be resolved by employing virtual manipulatives. This study aimed to compare the use of virtual manipulatives and conventional lecture-based methods in two groups of Year 4 pupils to examine the effects of understanding the addition of fractions. Sixty-four pupils participated in this study. This study occurred throughout a six-week time frame in a primary school in Temerloh, Malaysia. A quasi-experimental non-equivalent pre-post test was implemented to compare the effects of the control and experimental groups. The first finding showed that the experimental group's conceptual understanding of adding fractions was significantly better after using virtual manipulatives during the intervention, t (62) = 11.682, p&lt;0.005. Cohen's D demonstrated the effect size for comparison (d=2.06), showing a significant effect. The second finding revealed that the conceptual understanding of adding fractions was significantly better after the intervention with virtual manipulatives when controlling the pre-test score, F (1, 61) = 9.475, p &lt; .001, η2 = 0.134. This study showed that pupils in the experimental group improved their conceptual understanding of adding fractions.&lt;/p&gt;

Multilingual and multicultural events for children: university students’ and primary school pupils’ perspectives

ABSTRACT Language education is a lifelong journey that aims to provide learners with the linguistic and cultural skills needed and develop their plurilingual and global competencies. This study investigates two main areas: 1) the perceptions of university students regarding multilingual and multicultural events designed for children, and 2) the experiences of pupils aged 9–11 who participated in events organized by these students. The data were collected as part of the “Multilingual and Multicultural Events for Children” course. The data consists of posters created by students who participated in the course, student interviews, and feedback from pupils participating in the events. Qualitative content analysis revealed that when planning linguistically and culturally diverse events, it is essential to consider the event’s goals, contents, activities, materials, and environments. The students’ conceptions of the goals of the events are supported by the Finnish National Core Curriculum for Basic Education 2014. Findings benefit teachers planning multilingual and multicultural events as well as their pupils.

DIGITAL HUMOR AND ITS IMPACT ON ADOLESCENT LITERACY: A LOOK AT HIGH SCHOOL READING TRENDS

Reading is a critical skill that contributes significantly to academic success and personal growth, especially at the High School level. Therefore, this study explores the relationship between Reading Motivation, Reading Comprehension, and Online Humorous Reading Content among high school pupils. Leveraging a correlational design and quantitative research methods, data was collected from 186 eleventh grade pupils through questionnaires and tests. Statistical analysis, including Moderated Regression Analysis (MRA), was used to test the relationship between variables. Findings showed a significant effect of Reading Motivation on Reading Comprehension, with Online Humorous Reading Content as a moderating variable since the acceptance of alternate hypotheses (Ha) had been obtained. Specifically, Online Humorous Reading Content was found to increase pupils’ interest in reading and reduce barriers to reading comprehension, thus improving overall reading performance. This study underscores the importance of incorporating entertaining reading materials into the curriculum to foster engagement and improve learning outcomes. Undeniably, these findings contribute valuable insights for educators aiming to improve reading skills and create a stimulating learning environment in high school settings.

Study Involvement and Academic Achievement of Secondary Students in West Bengal

The term "study involvement" describes the level of mental and physical effort a student puts into their academic pursuits. Numerous causes contribute to its emergence among pupils. One may argue that interest is the essential component and motivator that keeps people interested in and paying attention to the activities they attend. This study aims to investigate the relationship between study participation and academic success. For data collection in this study, the researcher employed a mixed sample strategy in addition to a descriptive survey method. 600 samples were chosen for this investigation. The scale of study involvement was created by researchers. The study's conclusion is that (i) among secondary school pupils; there is a mean difference between study involvement and academic achievement. (ii) There is no average difference in the amount of study time spent by male and female secondary pupils. (iii) There is no average difference in the amount of study time spent by secondary pupils in rural and urban areas. (iv) Among secondary school students, there is a positive correlation between study engagement and mental health.

Analisis Keterampilan Kolaborasi Siswa pada Pembelajaran IPAS SD

The purpose of this study is to analyze collaboration skills in science learning for the 4th grade. This study was conducted using a descriptive quantitative methodology. Thirty primary school pupils served as the research subjects. Utilizing research instruments in the form of interview and observation sheets, data was gathered through interviews and observations. The study's result is that, with an average of each indication ranging from 20 to 50%, research subjects are classified as less and not collaborative. This is a result of the lack of application of collaboration skills, which makes their application essential for developing students' collaborative character.

AN INVESTIGATION ON CLASSROOM MANAGEMENT CHALLENGES FACED BY TEACHERS AT PRIMARY SCHOOL LEVEL IN PUNJAB

Schools play an important role in community development, particularly for children. The teachers engage in daily routine activities to support this goal. As a result, primary school pupils improve their mental and physical talents while learning life skills and academic competence. The purpose of this research was to assess the difficulties that primary school teachers face while managing classroom. 200 primary teachers were randomly selected from Lahore, Multan, and Mianwali districts. Data were gathered through a self-developed questionnaire and analyzed by using t-test and ANOVA in inferential statistics. The results of study illustrated that primary-level teachers encountered enormous classroom management challenges. Both gender and teacher’s district showed a significant difference in classroom management. The results indicated the requirement of effective classroom management strategies, supportive infrastructure, and potential training for teachers. To have effective classroom management there is a need to work together including teachers, parents, and educational authorities to create good learning environment &amp; manage challenges faced by primary school teachers.

Exploring the Impact of Excessive Internet Usage in Secondary School Students in Kirkuk City

Background: excessive internet use in secondary school students prolonged screen usage and unfettered web information might cause distractions, procrastination, and reduced study time, compromising academic achievement. Overuse of the internet can also disrupt sleep, impair time management, and reduce offline activity, which is essential for holistic development. Online content like social media, gaming, and streaming can also affect students' cognition, attention span, and learning motivation. The impact of excessive internet use on secondary school pupils depends on several aspects, including frequency and length, types of online activities, academic achievement measures, and socio-demographic variables. Objective: This study aims to examine the impact of excessive internet usage in secondary school student in kirkuk city. Methodology: A descriptive cross-sectional study design was used in this study “Simple Random” sample was used for student at secondary school in Kirkuk. The study included (400) student. Data were analyzed inferential statistics. Results: the study finding shows the distribution the Internet Usage Pattern of the study sample, regarding to Most preferred method internet access, were about half of study sample (49.5%) using smart phone more than other access methods, while based on the reason of using internet, were near half (46.75%) of study sample using internet for Social Networking. Regarding to the parent’s awareness of internet use, about more than two thirds (65.75%) of the study sample were parents not aware about using internet. According to the preferred time of use of internet, about more than third (33.5%) were using internet after school hours. Finally, Using Internet in group or individually, near to half (47.3%) of the study sample use internet individually. the differences the Internet addiction regarding to the Internet usage pattern of the study sample by using Internet addiction score. There is a high significance value with the differences between the scores of the items of the Internet addiction with regards to the Internet usage pattern of the study sample at p. value 0.05. the differences the Internet addiction regarding to the Internet usage pattern of the study sample by using Internet addiction score. There is a high significance value with the differences between the scores of the items of the Internet addiction with regards to the Internet usage pattern of the study sample at p. value 0.05 by using Chi-square test. Conclusions: According to the report, most students have a proclivity to utilize mobile phones for Internet access. Students have a distinct inclination towards utilizing social media platforms instead of engaging in educational endeavors. The majority of students cited a lack of parental monitoring.