Selected Government Primary Schools Research Articles

Prevalence of attention deficit hyperactive disorder (ADHD) symptoms in selected government primary schools in Wakiso District, Uganda

Purpose This paper on the prevalence of attention deficit hyperactive disorder (ADHD) in schools holds immense significance due to its unique contribution to the existing body of knowledge. This study stands out as one of the few conducted in Uganda and the entire African continent. The purpose of this study is to establish the prevalence of ADHD symptoms in government primary schools in Wakiso District, Uganda. And also inform educational policies and interventions tailored to address the needs of children with ADHD in Uganda and globally. Design/methodology/approach The research paradigm adopted was pragmatism, an explanatory sequential mixed methods approach was used, with a quantitative sample of 1,067 participants (learners), 64 teachers who underwent a series of training to equip them with the necessary knowledge about ADHD filled questionnaires for the 1,067 learners, four teachers selected in each school, one teacher per class and a qualitative sample of 32 teachers and one key informant from 16 primary schools. Random and purposive sampling was used. The strengths and weaknesses of ADHD symptoms and normal behavior scale questionnaire was used for quantitative data collection, while qualitative data was gathered through interviews, observations and focus group discussion. Findings The results revealed an overall prevalence of ADHD symptoms of 11.60%, with inattention symptoms being more dominant than hyperactive/impulsivity symptoms (8.82%). There was no significant difference in prevalence between boys and girls, with primary one pupils having the highest prevalence of symptoms and primary four pupils having the lowest. Pupils aged 10–13 may be less susceptible to ADHD symptoms. The most prevalent symptoms were linked to interrupting or intruding behavior, failure to give attention to detail and inability to play quietly. Qualitative data from the key informant’s observations and teacher focus groups supported these findings. Research limitations/implications Limited geographic scope: The study was conducted in only one district, Wakiso, in Uganda. However, this district is very densely populated with people from different cultural and economic background, making it representative of the entire country Uganda. While the response rates for both the quantitative and qualitative components were relatively high (95% and 84%, respectively), there is a possibility that those who chose to participate may have different experiences. But the response rate provided sufficient data for analysis according to the researcher. Practical implications The researcher recommends that further research is needed in other districts; also, there is a need to develop early intervention strategies for teachers and parents with ADHD children. More research is needed to better understand the primary causes and risk factors associated with ADHD in primary school children. Originality/value This study stands out as one of the few conducted in Uganda and the entire African continent on ADHD. By addressing this research gap, the paper adds valuable insights to the field of ADHD research, shedding light on the prevalence of ADHD symptoms, which can be used to investigate the impact of ADHD on academic performance within the Ugandan education system further. The findings of this study have the potential to inform educational policies and interventions tailored to address the needs of children with ADHD in Africa and beyond.

Assessing the provision of Early Childhood Education in Government Primary Schools. A Case of selected schools in Kabompo District of North Western Zambia

The study assessed the provision of Early Childhood Education in selected government primary schools of Kabompo District. A case study design was used involving a sample of 70 respondents selected from three Early Childhood Education Centres in Kabompo district, with geographic locations of urban, peri-urban and rural and remote primary schools. Data were collected using questionnaires, semi-structured interviews, focus group discussions, observation schedules and ECE class check-lists. Qualitative data were analysed thematically while quantitative data were analysed using Statistical Package for Social Sciences (SPSS) to generate graphs, charts and frequency tables. The study observed that there were several factors affecting the provision of ECE in government primary schools most of which were attributed to identified gaps between policy on Early Childhood Education provision and practice. Some schools did not have trained teachers in ECE centres but used volunteer primary school teachers. The study also found that ECE centres did not have appropriate infrastructure designed for children below the age of six. Most schools were under resourced with respect to teaching and learning materials including materials for play. For rural and remote schools, long distances between schools and villages resulted in minimal enrolment and rampant absenteeism. On the contrary, some urban ECE centres experienced high enrolment rates resulting in overcrowding in classrooms. The study recommended inter alia that the Ministry of Education should build appropriate infrastructure for ECE and procure the requisite materials including relevant equipment for play in ECE Centres.

“A STUDY TO ASSESS THE KNOWLEDGE OF GOVERNMENT PRIMARY SCHOOL TEACHERS REGARDING ATTENTION DEFICIT HYPER ACTIVITY DISORDER IN SELECTED GOVERNMENT PRIMARY SCHOOL OF NADIAD CITY”

Introduction: Attention Deficit Hyperactive Disorder (ADHD) has been described by the American Psychiatric Association (APA, 1994) as age-inappropriate inattention, impulsivity, and hyperactivity. Children with attention deficit hyperactive disorder comprise a heterogeneous population with considerable variation across children to the extent in which they demonstrate all symptoms. Attention deficit hyperactive disorder is currently understood largely through a medical perspective, and in that context, the treatment recommended is stimulant medication. Supporting research has found that attention deficit hyperactive disorder is one of the most widely diagnosed disorders of childhood. With this in mind, educators have the responsibility to help each student to be successful in schoolAims: To know the knowledge level of primary school teachers about (ADHD), To find is there a relationship between the knowledge levels of primary school teachers about ADHD and their socio-demographic characteristics, To find there a relationship between the knowledge level of primary school teachers and their experiences about (ADHD).Objective:1. To assess the knowledge of government primary school teachers on attention deficit hyperactivity disorder in selected government primary school of Nadiad city.2. To find out the association between selected demographic variables and knowledge on attention deficit hyperactivity disorder associated between government primary school teachers in selected government primary school of Nadiad city.Methodology: Research design and setting non experimental cross sectional research design was used Setting is the physical location and condition in which data collection takes palace in a study. The study was conducted in the selected government primary schools in Nadiad city.
 Prior to data collection written setting permission obtain from District Educational Officer Kheda district and principals of varies selected government primary school at Nadiad city. The sample size considered of 50 teachers in selected government primary schools in Nadiad city.The tool consists of followingSection A:The demographic variable in that age, gender, diet, monthly family income, educational status, teaching experience, experience in special school ,experience certificate of teaching awareness or information regarding the attention deficit hyperactivity disorder of selected government primary school teachers of Nadiad city..Section B: The structure knowledge questionnaire was used in this study.Statistical Analysis used Inferential and Descriptive statistics applied where, data were analyzed by using SPSS software, and Frequency, percentage, tables etc. were used to represent the statistical data in the tables and graph and figure. Chi-square test was used to assess the significant association between the demographic and level of knowledge of government primary school teachers regarding attention deficit hyper activity disorder in selected government primary school of Nadiad city.Result: Age group 24(48%) were came from 40-49 years. According to the gender the female 37(74%). The eating pattern shows that 29(58%) are vegetarian. Monthly family income in rupees is 23(46%) had Rs.50,000-1,00,000. Educational status of the research group explore that 31(62%) had done PTC. Teaching experience shows that 19(38%) are from 21-30 years. As per the experience in special school in which 32(64%) has no any special school experience. An experience of teaching in which 34(68%) has no any certificate of teaching experience.Conclusion: The current study aim to assess the knowledge regarding attention deficit hyper activity disorder among government primary school teachers. There were total 50 government primary school teachers has been selected for the study at selected government primary school Nadiad city. To assess the knowledge regarding attention deficit hyper activity disorder researcher has prepared 25 knowledge questionnaires. The study results shows that (4%) school teachers had good knowledge regarding attention deficit hyper activity disorder, majority of school teachers (80%) had average knowledge and only (16%) had poor knowledge. There is no significant association found between knowledge and selected demographic variables of government primary school teachers. Similar study can be conduct among more samples.

A Study to Assess the Knowledge of Primary School Teachers Regarding Behavioral Problems and their Prevention among Children in Selected Government Primary Schools in Chamarajanagar District with a View to Develop an Information Guide Sheet

Background of Study: School age children have a growing need for privacy, autonomy and when separation fromtheir parents, children are most like adults emotionally. Children face transition such as entering schools, takingnew subjects, changing class rooms and teachers, making new friends, trying new activities etc. They also undergolosses, which are painful at times, at this stage of life, they lack the intellectual ability to understand pain like adultsand control it. Hence, they are more vulnerable because they have not developed the cognitive skills necessary tounderstand their problems and causes. This study was conducted to assess a study to assess the knowledge of primaryschool teachers regarding behavioural problems and their prevention among children in selected Government primaryschools in Chamarajanagar district with a view to develop an information guide sheet.Objectives of Study: To assess the knowledge of primary school teachers regarding behavioral problems and theirprevention in school children. To find association between knowledge of the primary school teachers regardingbehavior problems and their prevention with selected variables. To prepare an information guide sheet regardingbehavioral problems and their prevention in children for primary school teachers.Methods: The study involved descriptive survey approach, and non-experimental descriptive research design withpurposive sampling technique. To collect the data from respondents, a structured questionnaire was administered to50 primary school teachers who teach from 1st standard to 7th standards in selected Government Primary Schools ofChamarajanagar District following inclusion and exclusion criteria. The tool consisted 55 items regarding knowledgeassessment. The results were described by using descriptive and inferential statistics.Results: The overall mean knowledge score obtained by the respondents was 46.1% regarding common behavioralproblems among children. With regard to participants there is significant association between knowledge and selecteddemographic variables like gender (X 2=4.43) at 5% level. There is no significant association between demographicvariables such age (X 2= 0.45), religion (X 2= 0.18), respondent’s children age (X 2= 4.62), Educational qualification(X 2= 0.45) Teaching experience (X 2= 2.86), contact hours (X 2= 1.27), Identified students behaviours (X 2= 0.19)Educational programme attended(X 2= 0.19) and parent teachers association(X 2= 0.08)Interpretation and Conclusion: The overall findings of the study clearly showed that The overall knowledge scoresof respondents regarding behavioural problems is 46.1% and about 60% of respondents had inadequate knowledgeon behavioural problems. Hence information guide sheet may enhance the knowledge of Primary School Teachers Regarding Behavioural Problems and their Preventionamong Children

Parental Involvement and Children’s Academic Achievement: In the Case of Some Selected Government Primary Schools of Bahirdar City, Ethiopia

The purpose of this study was to examine the relationship between parental involvement and academic achievement of children in some selected government primary schools of Bahirdar city. To achieve this objective, 180 sample students were selected by using simple random sampling technique. The collected data was analyzed through, spearman correlation, analysis of variance and independent-test. The finding of the study revealed that the statistical analysis on independent t-test showed that there was a statistically significant difference between male and female students with regard to their academic achievement (t =6.25, df = 178, p<0.05). The finding of spearman correlation indicates that there was significant relationship between parental involvement and academic achievement of students (r=.56, p <.05). The result on one way ANOVA displayed that there was statistical significant difference among respondents academic achievement with regard to their parental level of education (F 2, 176) = 17.084, P<0.05). In conclusion, parental involvement is positively correlated with academic achievement of students and males have better academic performance than their female counter parts. Keywords: Parental involvement, Academic achievement, Children DOI: 10.7176/JEP/11-7-06 Publication date: March 31 st 2020

A study to assess the knowledge and attitude of teachers regarding mid-day meal programme at selected Government primary schools of Kollegal Taluk

The mid-day meal programme is just what the name implies-providing cooked meals in schools. The idea is simple; the impact significant. Teachers play a vital role in implementation and monitoring of mid-day meal programme. For implementation and efficient monitoring, the teachers should possess adequate knowledge regarding the mid-day meal programme and should have positive attitude towards the mid-day meal programme.1 It is the responsibility of the teachers to provide a hygienically cooked, balanced meal to children. So, this study is intended to assess the knowledge and attitude of government primary school teachers regarding midday meal programme at selected Government primary schools of Kollegal taluk. A descriptive approach was adopted. The samples consist of 50 teachers were selected using purposive sampling technique from selected Government primary school. The data collection was made through semi structured questionnaire and 5-point Likert’s attitude scale which was designed to assess the knowledge and attitude. Content validity of the structured knowledge and attitude questionnaire was established after consultation with subject experts. The study shows that 58% of the samples belong to the age group between 31-40 years and majority of 78% samples are females and 84% were TCH/D. Ed. Qualification, 48% of teachers had 11-15 years of experience and 62% of teachers have not undergone any in-service education. The overall findings of the study clearly showed that the primary school teachers had moderate knowledge score (58.66%) and positive attitude (63.5%). the overall mean knowledge score was 58.66%. The respondent’s mean attitude score was 61.34% in positive statements and 66.13% in negative statements and the overall mean attitude score was 63.5%. The demographic variables analyzed in this study, age, educational status, experience, source of information and in-service education were found to have significant association with knowledge and attitude scores. There was no significant association between, gender and type of diet with knowledge and attitude scores.

Parental Involvement and Children’s Academic Achievement: In the Case of Some Selected Government Primary Schools Bahirdar City, Ethiopia

The purpose of this study was to examine the relationship between parental involvement and academic achievement of children in some selected full cycle government primary schools of Bahirdar city. To achieve this objective, 180 sample students were selected by using simple random sampling technique. The collected data was analyzed through, spearman correlation, analysis of variance and independent-test. The finding of the study revealed that the statistical analysis on independent t-test showed that there was a statistically significant difference between male and female students with regard to their academic achievement (t=6.25, df = 178, p<0.05). The finding of spearman correlation indicates that there was significant relationship between parental involvement and academic achievement of students (r=.56, p <.05). The result on one way ANOVA displayed that there was statistical significant difference among respondents academic achievement with regard to their parental level of education (F 2, 176) = 17.084, P<0.05. In conclusion, parental involvement is positively correlated with academic achievement of students and males have better academic performance than their female counter parts.

A cross-sectional study of the nutritional quality of student canteen purchases from New South Wales primary-school canteens.

To assess the nutritional quality of student canteen purchases at recess and lunch, including: (i) the mean energy (kilojoules), saturated fat (grams), total sugar (grams) and Na (milligrams) and percentage of energy from saturated fat and total sugar; and (ii) the proportion and types of foods purchased that are healthier (green) and less healthy (amber/red) according to a state school canteen policy. A cross-sectional study of student canteen food and beverage recess and lunch purchases. Twenty-six randomly selected government primary schools that were non-compliant with a state school canteen policy from a region of New South Wales, Australia, were approached to participate. Students (aged 5-12years) of participating schools. Eighteen schools (69 %) consented to participate. On average students' recess purchases contained 571·2 kJ energy, 1·6 g saturated fat, 11·6 g total sugar and 132·4 mg Na with 10·0 % of energy from saturated fat and 37·8 % of energy from total sugar. Students' lunch purchases contained 685·4 kJ energy, 1·8 g saturated fat, 12·7 g total sugar and 151·4 mg Na with 9·5 % of energy from saturated fat and 31·8 % of energy from total sugar. Less healthy items represented 72 and 76 % of all items purchased at recess and lunch, respectively, with 'savoury snacks' and 'sugar-sweetened ice blocks and slushies' being the most common recess and lunch purchases, respectively. There is considerable scope to improve the nutritional quality of student purchases from primary-school canteens, with a high percentage of energy from total sugar. Future research is required to identify effective strategies to enhance compliance with canteen policies and support the purchase of healthier foods from school canteens.

Perception of EFL Among Stalk Holders: Four Selected Government Primary Schools of Wolaita and Dawro Zone in Focus, SNNPR, South West Ethiopia

In a global society, politics, culture and economics are closely interdependent and higher level education has a responsibility to cultivate and equip professionals with the skills to meet the international competitive environment. English is everywhere in Ethiopia’s everyday life, as opposed to indigenous languages, which are mostly hidden. The diffusion of English makes its learning mandatory to aspire to a better social and economic life. Nevertheless, this contextual ‘imposition’ highly influences perceptions and attitudes we have towards English language. This may also create a strong barrier to the whole language learning process. The aims of this study were (1) to identify how stockholders perceive English as a Foreign Language/English as a Second Language (EFL/ESL) teaching learning processes (2) to examine the roles that stockholders play at the required levels at schools, and (3) to investigate factors that contribute to the perception of stockholders in EFL/ESL teaching-learning processes. For this purpose, 267 students were selected from 40 sections and filled the questionnaire. To get 267 students, seven top achieving students were chosen from 40 sections. Moreover, 16 English teachers, 32 parent-teacher association members, 24 school principals, 16 education officials, 16 supervisors and 40 focus group discussants were selected using availability sampling from four schools. Closed- ended and open- ended questionnaire, video-recording, focus group discussions, and semi-structured interviews were used for data gathering, and the data gathered through these tools was analyzed quantitatively and qualitatively. Based on student surveys in four schools, this paper accented positive perceptions and attitudes towards English language learning, and highlighted the past and the effects of linguistic imperialism. However, based on the evidences found onteaching and learning, teaching English in four schools has been unsatisfactory. The findings further revealed that students, parents, teachers, supervisors, educational experts, and school principals have a positive attitude and perception to English language learning, but they reported that there were factors that impede students’ English language learning and the teachers’ classroom pedagogy. The data in this study also showed that well-designed teacher preparation is important as the component of ongoing learning and development, and can be a powerful vehicle for preparing teachersto implement new curriculum and innovative teaching methods. In short, this work opened the discussion on how these attitudes could be managed in the classroom, and offered possible directions for future research in intercultural language learning.

Assess the Knowledge of Primary School Teachers regarding Behavioral Problems and Their Prevention among school going Children in Selected Government Primary Schools at Bagalkot

Assess the Knowledge of Primary School Teachers regarding Behavioral Problems and Their Prevention among school going Children in Selected Government Primary Schools at Bagalkot

Classroom Listening Conditions in Indian Primary Schools: A Survey of Four Schools.

Introduction:Background noise affects the listening environment inside classrooms, especially for younger children. High background noise level adversely affects not only student speech perception but also teacher vocal hygiene. The current study aimed to give an overview of the classroom listening conditions in selected government primary schools in India.Materials and Methods:Noise measurements were taken in 23 classrooms of four government primary schools in southern India, using a type 2 sound level meter. In each classroom measurements were taken in occupied and unoccupied conditions. Teacher voice level was measured in the same classrooms. In addition, the classroom acoustical conditions were observed and the reverberation time for each classroom was calculated.Results:The mean occupied noise level was 62.1 dBA and 65.6 dBC, and the mean unoccupied level was 62.2 dBA and 65 dBC. The mean unamplified teacher speech-to-noise ratio was 10.6 dBA. Both the occupied and unoccupied noise levels exceeded national and international recommended levels and the teacher speech-to-noise ratio was also found to be inadequate in most classrooms. The estimated reverberation time in all classrooms was greater than 2.6 seconds, which is almost double the duration of accepted standards. In addition, observation of classrooms revealed insufficient acoustical treatment to effectively reduce internal and external noise and minimize reverberation.Conclusion:The results of this study point out the need to improve the listening environment for children in government primary schools in India.

A Study to Evaluate the Effectiveness of Self Instruction module on Knowledge regarding Prevention of Worm Infestation among Primary School Teachers in selected Government Primary Schools of Mehsana District, Gujarat

A Study to Evaluate the Effectiveness of Self Instruction module on Knowledge regarding Prevention of Worm Infestation among Primary School Teachers in selected Government Primary Schools of Mehsana District, Gujarat

The Effectiveness of Using Technology in English Language Classrooms in Government Primary Schools in Bangladesh

Across the globe, governments of different countries have recognized the importance and value of digital technologies in language learning. This article is based on the pilot project of Save the Children using information and communication technology (ICT) in education. Through this initiative, interactive multimedia software based on national curriculum of English Class 4 were developed and tested in selected government primary schools. The pre-intervention survey indicated that the teachers do not have the language competence to confidently facilitate English classes using the Communicative Language Teaching (CLT) approach. The results of the project showed that the use of audio-visual content has strong potential for enhancing and promoting interactive language classes. However, the success of the program depends on how the technology is designed and implemented and how the teachers are trained to use it. The full text of the article can be found at 10.18275/fire201502011049

A Study to Assess the Effectiveness of Structured Teaching Program on Knowledge Regarding Child Abuse and its Prevention among Primary School Teachers in selected Government Primary Schools of Belgaum City, Karnataka

Child abuse is more than bruises or broken bones. While physical abuse is shocking due to the scars it leaves, not all child abuse is as obvious. Ignoring children's needs, putting them in unsupervised, dangerous situations, or making a child feel worthless or stupid are also child abuse.

Children’s image of God and their parents: explorations in children’s spirituality

Exploring children’s image of God and parents has invited interest among program preparers for children’s spirituality in the Philippines. This research seeks to find out the fundamental orientation of children’s image of God as well as their perceptions of father and mother from 241 fifth graders in three selected government primary schools in Manila. This study takes cue from the traditional theories that affirm the interaction between the environment and the individual and attempts to know how children’s experiences with their parents are expressed together with their image of God. Through these objectives, the study hopes to bring fresh ideas into the current spirituality in children. Results of this study provide insights about the elements in children’s spirituality in an Asian setting.

Higher prevalence of childhood overweight and obesity in association with gender and socioeconomic status in the Hunter region of New South Wales

AbstractObjective: To determine the prevalence of overweight and obesity in primary school‐aged children in the Hunter region and examine associations with gender, age, socioeconomic status (SES) and geographical location.Design: Cross‐sectional survey of a stratified sample of randomly selected government primary schools in the Hunter region with SES defined by Socio‐Economic Index For Areas index and geographical location based on school education areas.Subjects: A total of 2224 out of 5206 (42.7%) primary school children from randomly selected government primary schools representing year 1 to year 6 (x = 9.61 ± 1.7).Setting: Sixteen government primary schools in the Hunter Region of New South Wales.Main outcome measures: Overweight and obesity were assessed using the international body mass index cut points, standardised for both age and gender as defined by Cole.Data analyses: Chi square (α = 0.05) was used to compare prevalence across categories of gender, age, SES or geographical location.Results: Of the 2224 children who had their height and weight measured, 28.35% (n = 606) were either overweight (n = 415, 19.3%) or obese (n = 191, 9.06%). Significant differences in the prevalence of combined overweight and obesity were observed between children residing in high and low socioeconomic areas, by ages and between boys and girls.Conclusion or application: The prevalence of childhood obesity is high and appears more prevalent in girls, in children residing in low‐income areas and at specific ages. Determinants of the observed differences will need to be investigated in order to address the higher prevalence of childhood obesity in high‐risk population groups.