School Grades Research Articles

A LUDICIDADE COMO FERRAMENTA NA CONSTRUÇÃO DO CONHECIMENTO MATEMÁTICO NAS SÉRIES INICIAIS DO ENSINO FUNDAMENTAL

The objective of this research was to investigate the benefits of playfulness in learning in the early grades of elementary school, especially regarding the construction of mathematical knowledge. The research was of a bibliographic nature, with consultation with several theorists who highlighted the importance of playful activities in the teaching of mathematics. The descriptive interpretative method was also adopted, within a qualitative approach. From the bibliographic investigation, it was found that the teaching staff presented few methodological proposals to overcome the difficulties of integrating play into the teaching of mathematics, since many still resisted adopting new methodological approaches that would make the teaching-learning process more dynamic. It is concluded that the practice of playing in the classroom promotes a constructive interaction between teacher and student, showing that play is a highly effective resource in the teaching of mathematics, if the teacher effectively uses it.

Students’ Perception of Ability Grouping in a Private International School

This study investigated the perceptions of middle and high school students in a private international school in Indonesia toward ability grouping practiced in the school. A total of 640 students from middle school (grades 7–9) and high school (grades 10–12) responded to the ability grouping questionnaire constructed by the researchers. The findings indicated that the respondents had a neutral perception of ability grouping. There was no significant difference between male and female students’ perceptions. Similarly, there was no significant difference between low, middle, and high-ability students’ perceptions of ability grouping. However, there was a statistically significant difference in students’ perceptions when grouped according to grade levels. Responses to the open-ended items of the survey revealed that the majority of the respondents perceived ability grouping as more disadvantageous, especially for low-ability students. Implications of the findings and recommendations for further research were stated.

Influence of high school grade point average on university performance: a case study from Albania

Influence of high school grade point average on university performance: a case study from Albania

Advancing Literary Interpretation via Critical Reading Proficiency: A Sustainable EFL Framework for Generation Z

This research investigates the transformative potential of literary analysis in advancing English proficiency among Egyptian EFL learners, particularly those in the Faculty of Arts and Humanities. The study focuses on the linguistic and analytical challenges encountered by recent public-school graduates in the Suez Governorate, where English instruction is limited to simplified texts and lacks critical engagement. Unlike their counterparts from language schools in Cairo, these students enter university without placement tests, relying solely on their high school grades, which results in underdeveloped critical reading and thinking skills. Sixty Egyptian students participated in this experimental quantitative research design. Drawing on the theoretical framework of Stylistics—a linguistic and literary approach—the paper underscores the value of applying systematic textual analysis to literary works. Stylistics, as a tool for bridging linguistic form and literary meaning, enables students to enhance both their linguistic and interpretive capabilities. By engaging with literary texts through this dual approach, learners develop deeper cognitive skills and greater critical engagement with language. The research argues for integrating Stylistics into the EFL curriculum as a sustainable pedagogical framework to cultivate critical reading proficiency, thereby supporting students’ overall linguistic development and equipping them for professional careers in the arts and humanities. This integration fosters a more profound understanding of language and literature, promoting sustainable language education for Generation Z.

Differences in E-Cigarette Use Behaviors by High School Grade Level

Differences in E-Cigarette Use Behaviors by High School Grade Level

The impact of the three-semester system on primary grade children's motivation: Perspectives from mothers

In the past two academic years, the Saudi Ministry of Education has implemented a three-semester system dividing the academic year into three 13-week terms instead of the traditional two-semester format. This study aims to explore the practical application of the three-semester system and its impact on primary grade children's motivation from their mothers' perspectives. This research involved 250 mothers of children in the first three grades of primary school in the Eastern Province of Saudi Arabia. A quantitative descriptive approach was used to systematically collect and analyze data regarding the phenomenon. Data were gathered through two questionnaires: one assessing the implementation of the three-semester system in primary grades and another evaluating children's achievement motivation. Findings indicate that the increased school duties and assignments under the three-semester system have significantly burdened children compared to the two-semester system. Additionally, no statistically significant differences were found in achievement motivation between boys and girls. Overall, most mothers expressed disagreement with the three-semester system reflected in an average rating of 0.24 and a standard deviation of 0.59. This study sheds light on the implications of the new system on children's motivation and highlights concerns raised by mothers.

간호대학생의 의사소통명확성과 간호실무준비도가 환자안전간호활동에 미치는 영향

Objectives This is a descriptive correlation study that identifies the relationship between communication clarity, nursing practice readiness, and patient safety nursing activities for nursing students, and to identify the factors af fecting patient safety nursing activities by step-by-step introduction of communication clarity and nursing prac tice readiness through hierarchical multiple regression analysis. This study attempted to present basic data that can contribute to the development of educational programs. Methods The data for this study were collected through a questionnaire from 227 nursing students in G city at one university from April 1 to April 30, 2024, and the data were analyzed using t-test, ANOVA, Pearson correlation coefficients, and hierarchical multiple regression analysis using SPSS/WIN 26.0 program. Results The relationship between patient safety nursing activities and communication clarity (r=.54, p<.001), pa tient safety nursing activities and nursing practice readiness (r=.74, p<.001), and communication clarity and nurs ing practice readiness (r=.46, p<.001) among nursing students was found to be positively correlated. In the results of the hierarchical multiple regression analysis, the factors that significantly affect patient safety nursing activities were school performance (β = .07, p = .041), major satisfaction (β = .19, p<.001), nursing practice readiness (β = .59, p<.001), and communication clarity (β = .20, p<.001), and the total explanatory power was 61.9% (F = 92.73, p<.001). Conclusions The higher the nursing students’ communication clarity and nursing practice readiness, the more pa tient safety nursing activities increased. Nursing students’ school grades, major satisfaction, communication clarity, and nursing practice readiness were confirmed to be important variables affecting patient safety nursing activities. Therefore, this study is significant in that it provided basic data for the development of an educational program to improve nursing students’ patient safety nursing activities.

Planetary Health Diet in a hospital cafeteria: Increasing employee satisfaction and reducing greenhouse gas emissions and costs

In order to ensure a healthy diet for the world's population within planetary boundaries, the EAT-Lancet Commission has made recommendations for a "Planetary Health Diet" (PHD). Due to the special responsibility of the health sector for healthy living conditions, offering food provision in line with the Planetary Health Diet is a sensible thing to do for health facilities. With this in mind, we evaluated the acceptance, costs and reduction of greenhouse gas (GHG) emissions through a correspondingly modified food offer in the cafeteria of a large university hospital. For three months, a lunch menu adapted to the recommendations of the PHD and information material on sustainable nutrition were offered in the hospital cafeteria. Customers in this cafeteria (intervention group) and in all other hospital cafeterias (control group) completed a questionnaire before (from 12/2022 to 01/2023) and after (from 03/2023 to 04/2023) the intervention period. In this questionnaire, customers were asked how satisfied they were with the sustainable food offer using German school grades (from 1 to 6). We calculated the difference-in-differences (DID), 95% confidence intervals (CIs) and p-values for the school grades. Open-ended questions were used to learn about customers' perception of health and sustainability aspects of the food supply and written feedback analysed qualitatively. We conducted a bottom-up analysis of the greenhouse gas emissions of the different lunch menu lines based on the main ingredients of the dishes and calculated cost differences between the vegan menu line and the conventional menu lines based on food costs. In the intervention group, the ratings for the sustainability, health, diversity, and flavour of the food on offer improved significantly compared to the control group. The composition of the food (e. g., proportion of meat or vegetables), the product selection (regional, seasonal, organic) and the amount of waste produced were important to the employees when rating the sustainability and healthiness of the food. In the intervention cafeteria, GHG emissions fell by 27 % from 26.2 tonnes to 20.5 tonnes of GHG emissions (saving 5.6 tonnes of GHG emissions) in the second half of the intervention period compared to the previous year, despite a higher number of orders. During the entire intervention period, the intervention group saved about € 4,000 on ingredients. Due to the robust quasi-experimental study design and in combination with the qualitative results, this study provides initial evidence that a PHD-oriented food offer can increase food-related employee satisfaction. Switching to sustainable food supply at hospitals is to be recommended due to its cost-effectiveness, positive feedback from employees and the reduction of GHG emissions.

잠재전이분석을 활용한 유치원·초등학교 전환기 어머니의 양육스트레스 잠재집단 전이 양상과 영향 요인 검증

Objectives This study examined how mothers' parenting stress latent groups appear during kindergarten and ele mentary school years of their children, and also explored whether parenting efficacy and social support affect the classification and transfer of mothers' parenting stress latent groups. Methods A total of 1,361 students data from the 7th and 8th years of the Korean Children and Youth Panel Survey was analyzed. The data for the 7th year corresponds to the time when newborns born in 2008 are in kindergarten, and the data for the 8th year corresponds to the first grade of elementary school. The Latent Transition Analysis with the three-stage estimation method was used to identify the latent groups of mothers' parenting stress and the transition pattern. Results First, The latent group of mothers’ parenting stress during both kindergarten and elementary school years of their children was identified as three latent groups: low, middle, and high level. Second, transition into the dif ferent latent group of mother's parenting stress were varied to children’s growth period. Third, emotional support, social support, and parenting efficacy were influencing the classification of the latent groups of mothers’ parenting stress when their children were in the kindergarten, however, they do not appear any influences when they moved into the elementary school. Fourth, parenting efficacy and instructional support had influences on transition in mothers’ parenting stress from kindergarten to elementary school period. Conclusions Results of this study implies that encouraging improvement of parenting efficacy and strengthen so cial support in order to lower mothers’ parenting stress during the transition period when their children move from kindergarten to the elementary school.

Domownik Workbook. A Resource for Shaping Children’s Cultural Identity in Grades I–III

The cultural identity of an individual – a child – a pupil and its formation is a crucial matter in times of globalisation, cultural fusion, interaction with others, and merging into intercultural, transcultural structures. In a school setting, the children can have new, broader experiences constituting belonging to a given cultural community. In the first three grades of primary school, this is done through early childhood education and (importantly) through school religious education in the form of catechesis and the tools and textbooks used during it. It combines the cultural identity conferred in the family with the identity naturally conveyed through religion. This paper presents a qualitative analysis of the secondary source in the form of the workbook Domownik – a supplement for the family, which accompanies the school catechesis textbooks of the Catholic Church in the first educational stage. It was concluded that the workbook includes features leading to ethnos, which is recognised as a determinant for cultural identity formation. These features guide the pupil towards the knowledge and education of language (linguistic codes), customs (communal celebrations), history (collective memory) and being rooted in religion. They also mobilise them to explore the values and principles characteristic of the Catholic Church community in Poland and to open up to the experiences that make up the structure of an individual’s identity embedded in the reality of affiliation and identification with a particular social community. Domownik is a tool for working with the pupil through collaboration with his/her most immediate cultural group – the family. It is designed to be usedas an optional extra task for children in grades I–III in their home environment. In school, on the other hand, it is sometimes used alongside – on a par with – instead of the textbook.

Content analysis of biology book for the fourth scientific grade according to the levels of depth of knowledge

The research aimed to analyze the content of the biology book for 4th scientific grade in high school according to the levels of (DOK), to know the extent of the availability of indicators of these levels in the scientific content of the book, which would achieve a deep understanding of students in biological concepts and develop strategic and extended thinking in solving scientific problems in a sustainable style. The researchers used a descriptive-analytical approach, and the content of the biology book represented the research community. The sample was made up of the first six chapters. The research tool was built and included (22) indicators and was presented to several arbitrators in teaching methods to verify the validity of the tool. researchers analyzed the content of the biology book, depending on the explicit and implicit idea as a unit of recording, and the Holsti formula was used to calculate the reliability of the analysis. The results showed that the biology book does not contain all indicators, and the levels appeared to vary. level (Recall and reproduction) obtained (63.49%), level (Skills and concepts) obtained (19.07%), level (Strategic thinking) obtained (8.84%), and level (Extended thinking) obtained (8.60%), accordingly the researchers presented several recommendations.

Impact of Traffic Park Use on Children’s Traffic Rule Awareness and Behavioral Intentions: Case Study in Toyohashi City

To ensure children’s safe independent mobility on the road, they need to learn basic traffic rules. In this case, traffic rule education in a realistic environment through a play-way method can be a significant learning strategy. This research focuses on the “Traffic Park (TP)”, which provides that opportunity. Specifically, this research examined how elementary school children’s knowledge of traffic rules and behavioral intentions are influenced by their experiences of using and playing in a TP before and after they start school. Children from four different elementary schools (grades 1~6) were surveyed in Toyohashi City, Japan using a web-based questionnaire survey. Structural equation modeling (SEM) was applied to analyze the effect of TP use experience on children’s awareness of traffic rules and behavioral intentions. Three distinct SEM models were tested to measure the effect pattern of children’s TP use experience on their traffic rule awareness and behavioral intentions. The results show that TP use experience before entering school has a statistically significant effect on children’s traffic rule awareness (β = 0.16, p < 0.004; model 1) and behavioral intention improvement (β = 0.09, p < 0.07; model 2). However, TP use experience after entering school was found to have no significant effect. Finally, children’s TP use experience indirectly improves their behavioral intentions (β = 0.74, p < 0.001; model 3) by improving their awareness of traffic rules. Overall, the findings of this study highlight the contribution of TPs in promoting children’s safe independent mobility and fostering the development of sustainable child-friendly cities worldwide.

Social Life and Communication Skills of School-Age Children with Congenital Hearing Loss Who Received Cochlear Implants at an Advanced Age.

Despite improved hearing, children who receive cochlear implants (CIs) at a later age encounter difficulties in adapting to society, exposing them to psychological and social risks. This study contributes to the conceptualisation of preventive interventions in schools to address potential issues so that these children can play a more active role in society. A total of 52 children (aged 3-12 years) who received CIs at 30 months of age were assessed using the Asahide-Shiki Social Adaptive skills test, which evaluates children's social skills on four domains: (A) language, (B) everyday life, (C) social life, (D) communication. Overall, the average score of children who receive CIs at a later age was lower than that of their hearing peers. Pre-school children obtained statistically lower scores in all skills. While this general lag in skill development was no longer observed in the lower grades of elementary school, the upper-grade school children presented lower scores than their hearing peers, although only those pertaining to everyday and social life skills were statistically significant. Accordingly, the average scores were distributed in an inverted V shape among age groups. These results suggest that children who receive CIs at a later age develop their social skills later than their peers with normal hearing in preschool, catch up to their peers in the 1st to 3rd grades, and then lag in the 4th to 6th grades. Accordingly, acquiring age-appropriate social skills in the upper grades remains a challenge for children who obtained CIs at the age of approximately 3, suggesting the need for intervention programs for school-age children even when they do not show significant language acquisition delays.

Challenges and possibilities when doing research on active school travel interventions in a school setting - a non-randomized pilot study assessing feasibility of an evaluation design

BackgroundA wide range of school interventions have been launched to increase childrens’ physical activity. Evaluation of the effectiveness of interventions requires suitable study designs and feasible quantitative evaluations relating to the school setting. The purpose of this study was to assess the evaluation design and methods for data collection, in order to make decisions about approaching forthcoming studies of the effectiveness of active school travel (AST) interventions.MethodsChildren from four Swedish schools in fifth grade (11–12 years old) participated in this non-randomized pilot study, two schools received an AST intervention and two schools were controls. The school-based AST intervention Sustainable Innovation for Children Transporting Actively (SICTA) was conducted by teachers in the classroom setting during four weeks. To assess feasibility of the evaluation design and methods for data collection a combination of quantitative and qualitative methods were applied, using participation- and response rates, a feasibility questionnaire and focus group interviews.ResultsOut of 25 potential schools, four schools accepted participation with explicit allocation requests preventing randomization. Out of 181 children, 107 children (59%) accepted participation. A total of 82% of the participating children reported active travel before the AST intervention, and 80% found reporting of daily school travels in the web-based survey to be easy. The children were in general positive about participating in the study and the methods for data collection were considered easy for the participating children to conduct and to blend well with usual school activities. There was an imbalance in reporting rates between intervention and control schools as well as a decrease in reporting rates during the study period.ConclusionsOur results highlight the complexity and challenges in conducting controlled research among school children. Although children were positive about participation and found reporting to be easy, our results invoke the need to use alternative research designs and recruitment strategies that also attract children using non-active modes of travel when evaluating AST interventions in school contexts.Trial registrationThe study is registered 2023/11/02 with Researchweb, the Swedish Register for Research with registration number 281,543. The registration can be reached via this link: https://www.researchweb.org/is/sverige/project/281543.

P0534 School-related challenges in paediatric Inflammatory Bowel Diseases and the role of patient associations: results from a national survey of over 350 italian paediatric patients

Abstract Background In patients with IBD quality of life (QoL) is a fundamental long-term therapeutic target1. Given the significant role that school plays in the daily lives of paediatric patients, understanding its impact on their QoL is crucial2. The present study aimed to evaluate patients’ perspectives on their relationship with school, with the goal of identifying areas for practical improvement. Methods An anonymized survey was distributed (02/2020-11/2024) to all paediatric IBD patients and families registered with the Italian patient association AMICI. Data collected included disease type, sex and school grade (primary, secondary school, college), along with disease awareness and responses to a 20-item questionnaire evaluating various aspects of the school experience (Table 1). Questions included binary (yes/no) or ternary (often/sometimes/never) response options. Results A total of 362 patients (54% females; median age 16 years, IQR 13-18) responded to the survey, with the majority attending secondary school or college (326/362, 90%). Most respondents reported being aware of their disease (327/362, 90%; 38% with Crohn’s disease, 48% with ulcerative colitis) and its chronic nature (311/362, 86% - Table 2). While a significant proportion (269/362, 74%) expressed a positive attitude towards school and had disclosed their condition to at least 1 person within the school environment (286/362, 79%), several challenges were identified. In terms of empathy, only 25% (91/362) and 23% (84/362) felt to be often understood by teachers and peers, respectively. Toilet access was problematic, with just 48% (172/362) reporting unrestricted access and 62% (225/362) expressing fear of using school bathrooms (Table 1). Additionally, 25% (91/362) reported being teased due to their condition, while 22% (80/362) experienced direct aggression and/or physical/verbal bullying. Almost half (172/362, 48%) attended school despite feeling unwell to avoid criticism, with a minority having access to a support teacher (54/362, 15%) or opportunities to catch up on missed lessons (191/362, 53%). To address these issues, patients’ suggestions were training programs to educate teachers/peers (108/362, 29%) and practical improvements in restroom access/organization and absences management (51/362, 14%). Conclusion Despite existing awareness campaigns, national/international initiatives to educate school staff/peers and foster understanding should be implemented to ensure a more inclusive school environment, improving paediatric IBD QoL. Patient associations can play a pivotal role by identifying patients daily needs and facilitating collaboration between healthcare providers, educators and policymakers to develop tailored programs addressing emergent challenges.

Using inquiry-based learning approach in the teaching process of divisibility rules

Abstract The aim of this study is to reveal the impact of Inquiry-Based Learning (IBL) on students’ ability to come up with the rules of divisibility themselves and on their academic achievement in the 8th grade Mathematics course as well as to obtain students’ views on the learning and teaching process, through the use of a mixed-methods sequential explanatory design. The quantitative part of the study was composed of a one-group pre-test–post-test design, while the qualitative part involved a case study design. The sample group consisted of 20 students studying in the 8th grade of a secondary school in the 2020/21 academic year. At the end of the procedure, interviews were held with four students. The relevant data analysis indicated that the students’ level of readiness regarding the divisibility rules was not at a sufficient level, and that the difference between the pre-test and post-test scores was statistically significant with a high positive effect size on the students’ academic achievement. The results based on student views revealed that the rules forgotten due to memorization turned out to become permanent with the use of the IBL activities for learning the divisibility rules, that the students understood the subject matter better, that they came up with the divisibility rules themselves during the implementation of the activities, and that they enjoyed such a learning process.

Mindmeister’s Influence on 4C Skills in Indonesian Subject Grade 6 Elementary School in Surabaya

This study aims to determine the influence of MindMeister on 4C skills in the Indonesian language subject in grade 6 elementary school in Surabaya. A combined research method was used, involving data collection carried out through in-depth interviews with students, observation, taking pre-test and post-test scores 3 times each in the control class and experimental class. Quantitative results showed no significant effect of using MindMeister on 4C skills (significance values of 0,100 > 0,05). However, the qualitative result based on the student's perspective gained through interviews and observations is that most students can apply 4C skills while using MindMeister. In conclusion, it is proposed that MindMeister may influence 4C skill levels in the Indonesian subject in this particular context. It is hoped that these findings contribute to the use of MindMeister in other subjects in any grade of elementary school in Indonesia.

P0674 Development of a screening tool to address dietary habits in persons with IBD in Germany

Abstract Background Nutrition plays a crucial role in the development and course of disease in patients with inflammatory bowel disease (IBD). However, standardized nutritional assessments are often lengthy and require the expertise of professional nutritionists, leading to a significant gap in the ability to screen for important dietary factors. As a result, these aspects are frequently overlooked in both clinical practice and scientific research. To address this issue, we aim to develop a short screening instrument that can effectively assess dietary and nutritional aspects in patients with IBD. This tool is not intended to replace, but complement standardized assessments, and to enable clinicians and researchers to address dietary and nutritional aspects in situations where these are otherwise disregarded. Methods A comprehensive literature review was conducted to identify nutritional factors with regard to their pro- and antiinflammatory characteristics in the context of IBD. Based on this research, a prototype screening tool was developed in collaboration with nutritional experts from 3 German University Hospitals (Mannheim, Munich, and Hannover). The first phase of validation involved an evaluation of the prototype screener by consecutive outpatients at the University Medical Center Mannheim (UMM) to assess its feasibility and acceptance. Results Our screening tool contains 28 questions and asks about the frequency of consumption of certain food groups as well as the type of preparation and eating habits with regard to vegetarian or vegan diet, the frequency of meals and the balance and variety of the diet. In the patient evaluation phase, we received feedback from 52 patients (n=37 female, n=36 with Crohn’s Disease, n=51 with remitted or mild disease (1 moderate, none severe). Mean time to complete the screening tool was 9.3 min (SD 7.8). The vast majority of patients stated that they found the screener somewhat or very important (n=47) and somewhat or very easy to understand (n=48), see fig. 1. Seven patients reported that they found at least one question difficult to understand. Ten patients stated that the screener was missing at least one aspect of their dietary habits. No patients reported any unpleasant questions. A global evaluation of the screener according to the German school grading system (from 1 = very good, 6 = very bad) was rated with a mean grade of 1.6. Conclusion This newly developed screening tool to semi-quantitatively assess dietary habits and relevant nutritional aspects in IBD was well-accepted and positively evaluated by patients. In the next step, we will adapt the questionnaire according to patient feedback and then initiate the next phase of the validation process in a multicentric setting.

Penerapan Quantum Learning Dengan Congklak Daur Ulang Untuk Meningkatkan Kemampuan Kombinatorik Siswa

Recycled congklak is a game that is closely related to mathematics, especially probability. The learning model applied is Quantum Learning in the process of learning mathematics. The purpose of this research is to evaluate the effectiveness of Quantum Learning in improving students' combinatorial ability while providing additional benefits in understanding sustainability through the use of recycled congklak game. The use of experimental research method where students are divided into two classes, namely experimental class and control class. The research sample was students of SMPIT Ar-Rahman Islamic School grade IX. The data analysis process used the SPSS application by conducting various pre-requisite analysis tests and the Mann-Whitney Test and comparing the average N gain value of each class. Recycled congklak learning is very helpful for students in understanding mathematical concepts, especially in probability material and has an effect on students' combinatoric abilities. The application of Quantum Learning implemented in the classroom makes students more active and responsive in listening to learning and guidance. Keywords: recycled congklak, combinatorics skills, probability, quantum learning.

영재교육 프로그램이 일반학생의 과학 흥미와 과학적 태도에 미치는 영향

Objectives The purpose of this study is to analyze the impact of a gifted education program on science interest and scientific attitudes among elementary and middle school students. Methods A total of 130 students from 5th grade in elementary school to 9th grade in middle school in the Gyeonggi region participated in the STEM+I gifted education program. Pre- and post-surveys were conducted to measure changes in students' interest in science and their scientific attitudes. Data from 111 students were used in the final analysis. Results Students who participated in the STEM+I program showed overall positive changes in their interest in science and scientific attitudes. First, there was a significant increase in interest in science itself. Notably, the science interest of female students increased significantly, eliminating the gender gap that was present before the program. Second, there were significant improvements in curiosity, openness, task commitment, and creativity, particularly among female students for openness, cooperation, and creativity, and among middle school students for curiosity, openness, cooperation, and task commitment. Conclusions This study demonstrates that gifted education programs have a positive impact on general students' interest in science and scientific attitudes. This provides important evidence for the potential applicability of gifted education programs to general students and the need for diverse educational approaches.