Primary School Students Research Articles

How do age compositions affect pedestrian dynamics on stairways? Findings from controlled experiments

Understanding pedestrian dynamics for different age compositions is paramount for enhancing their safety level on stairways in normal and evacuation conditions. In this study, we illustrate the findings of a series of single-file pedestrian flow experiments on stairways. This experiment was carried out with 131 participants having different age compositions, including preschool students (4–5 years), primary school students (8–10 years), middle school students (12–14 years), middle-aged pedestrians (27–57 years), and the elderly pedestrians (63–81 years). We collect data using three experimental settings: individual experiments with age homogeneity, single-file pedestrian experiments with age homogeneity, and single-file pedestrian experiments with age-mixed. Our findings show that age plays a substantive non-linear impact on individual unconstrained ascending and descending speeds. In addition, we developed a linear regression model that predicts the pedestrians’ free speed of different ages on stairways. Then, the effects of age compositions on pedestrian dynamics with fundamental diagrams (i.e., speed-density and specific flow-density relations) are analysed, and the maximum specific flow of age homogeneity is higher than that of age-mixed scenarios. Finally, we illustrate how the headway distance impacts participants’ ascending and descending speeds in both age-homogeneity and age-mixed conditions. As such, these new experimental results can provide the foundation for future calibration and validation of pedestrian evacuation models as well as insight into safety guidelines.

Development of Body Safety Module Among Elementary School Students: Perception of Effectiveness on SDGS

Objective: Sexual education for children is crucial as it aids in their understanding and appreciation of their bodies. This research aims to develop a Body Safety Module as a teaching tool for primary school students. The modules were analyzed to determine perception of usability as well as their effectiveness. Methods: This study focuses on design and development research, adopting the five phases in the ADDIE model for the module development process. To evaluate the module’s effectiveness, 205 respondents were randomly chosen to complete a questionnaire. Furthermore, an additional 71 pupils participated in pre- and post-effectiveness tests. This study examined three specific aspects of validity: content validity, questionnaire validity, and the effectiveness of pre and post-test. Results and conclusion: The module received extensive professional review and agreement, showing a 93.73% agreement on the validity of the content. Meanwhile, the test of the effectiveness of the module using questionnaires reflected a validity rate of 93.3%. The questionnaire also demonstrated a high level of reliability (α = 0.766). Data analysis was performed using inferential statistics (T-test) and descriptive statistics (mean and standard deviation). When assessing student perceptions of the module, a moderate level of agreement was found across various aspects: design (M 2.67, SD 0.51), satisfaction (M 2.36, SD 0.67), and usability (M 2.69, SP 0.52). There was a significant difference in mean scores between the control and treatment groups in post-test results. In this aspect, the Body Safety Module proved more effective than traditional textbooks for students. As a result, this module is an appropriate teaching tool for elementary school students. Research Implications: This module serves a broader purpose than merely a teaching tool; it is suitable for children aged from 7 to 12 years old. This early sexual education module delivers crucial knowledge and awareness, empowering children to protect their precious bodies and recognize sexual harassment instances. Gender equality is closely linked to the prevention of sexual harassment and abuse. The Body Safety Module addresses these issues by fostering awareness among children, regardless of gender, about their rights and boundaries.

Efforts to Increase Motivation to Read Recount Text Through Playing Games for Elementary School Children at SDN Koli

Background. Traditional methods of teaching recount texts often struggle to engage students effectively. Educational games offer a potential solution to increase motivation and comprehension in language learning, particularly for primary school students. Purpose. This research aims to investigate the effectiveness of educational games in increasing motivation to read recount texts among students at SDN Koli. Method. The study employs a qualitative approach, utilizing QDA Miner software for data analysis. Data collection methods include in-depth interviews, participant observation, and document analysis of classroom teaching and learning activities. The research focuses on exploring students' and teachers' experiences, perceptions, and motivations regarding the use of games in learning. Results. The findings indicate that educational games significantly increase student motivation and engagement in learning recount texts. These games make the learning process more exciting and interactive, helping students better understand story structure and event sequences. In the affective domain, games foster reflection and humility, creating a positive learning environment. Cognitively, the games prove highly effective in improving writing skills and contribute significantly to reading and speaking abilities. While the psychomotor impact is smaller, the games still help students manage emotions and maintain focus. Conclusion. The integration of educational games in teaching recount texts not only enhances cognitive skills but also positively impacts students' affective and psychomotor aspects. This research underscores the importance of innovative learning methods in meeting students' needs in the digital era. By adopting such approaches, educators can nurture a generation of students who are more motivated, skilled, and prepared for future challenges in language learning and beyond.

Pedagogical Management of the Process of Forming Generalized Complex Skills to Set and Solve Problems for Primary School Students

Pedagogical Management of the Process of Forming Generalized Complex Skills to Set and Solve Problems for Primary School Students

The Prevalence of Dental Carious Lesions and Associated Risk Factors in Chinese Children Aged 7-9 Years.

To investigate the prevalence, severity, oral distribution, and associated risk factors of carious lesions in the pri- mary teeth in children in Jinzhou, China, aged 7-9 years. A total of 1603 primary school students aged 7-9 years old from public and private schools in Jinzhou were recruited using multi-stage, stratified, and random sampling methods for cross-sectional studies. Carious lesions in the primary teeth of school-age children were detected and recorded according to the World Health Organiza- tion standard, and a questionnaire was collected from a parent or guardian with information on the relevant risk factors for the child. Odds ratios and 95% confidence intervals of factors related to carious lesions were estimated using binary logistic regression analysis (p<0.05). The prevalence of carious lesions in the primary teeth was 74.5%, the average number of carious lesions was 3.02, and dmft was 4.08 ± 2.74. There were 655 cases (77.1%) of dental carious lesions in boys and 546 cases (72.5%) in girls, and the difference between them was statistically significant (p<0.05). Binary logistic regression analysis showed that the mother's educational level, brushing frequency, brushing time, and consumption of soft drinks, desserts, and sweets were all associated with a higher prevalence of carious lesions (p<0.05). The children in our sample had a high incidence of carious lesions of the primary teeth, especially the man- dibular primary molars. Social demographic factors, oral hygiene habits, and dietary habits all play an important role in the occurrence of carious lesions.

Dynamic interplays between self-regulated learning and computational thinking in primary school students through animations and worksheets

Recent studies identify Self-Regulated Learning (SRL) as a key factor in enhancing cognitive development, particularly within Computational Thinking (CT) literature. However, research gaps remain in understanding how SRL and CT interact from a developmental perspective. Our study designed a program with tailored animations and worksheets to specifically foster students' learning and cognitive development. Using a mixed-methods approach, we administered surveys among 1235 students from 29 Hong Kong primary schools to investigate a dynamic learning system comprising SRL and CT in a large-scale CT program. Additionally, semi-structured interviews were conducted with 15 students to further probe insights. Quantitative findings revealed a mutually reinforcing relationship in the dynamic system, suggesting that higher SRL skills enhance cognitive CT abilities, and vice versa. Complementing these results, qualitative findings showed that integrating animations and worksheets into the CT program significantly boosted students' SRL and cognitive development. These findings have significant implications for educational practices and curriculum design. Schools should consider implementing SRL strategies, such as proactive goal setting and reflective evaluation, within their curricula to promote students’ cognitive development. Furthermore, strategic investments in educational technology, including collaborations with EdTech developers, are essential to create effective, pedagogically sound tools that enhance learning outcomes. These insights provide valuable guidance for creating a supportive SRL environment that fosters cognitive development in primary school education.

Exploring the factors associated with final-year primary school students’ flood knowledge, risk perception, and preparedness in flood-prone areas of South Thailand

Flood frequency has increased globally, and children are among the groups most vulnerable to risk during these events. A significant challenge in mitigating floods worldwide is enhancing flood knowledge, flood risk perception (FRP), and flood preparedness (FP) among communities. Research on FP among primary school students (PSS) in Thailand is limited. This study evaluated the flood knowledge, FRP, and FP of final-year PSS in Nakhon Si Thammarat, a flood-prone area in South Thailand, and identified associated factors. This cross-sectional study surveyed 784 students aged 11–13 years from 61 primary schools. Data collected via a questionnaire included sociodemographic traits, flood experience, learning, training, living arrangements, sources of flood information, feelings about floods, flood knowledge, FRP, and FP. Chi-square and multivariate regression analyses identified the factors linked to the students’ flood knowledge, FRP, and FP. The study revealed that nearly 69.4 % had experienced flooding, and a substantial 91.2 % had never received flood training. Additionally, most students exhibited low levels of flood knowledge, FRP, and FP. The multivariate analysis indicated that the factors significantly associated with flood knowledge included learning experiences, flood information from friends, and Facebook; FRP is influenced by experiences of flooding at home, learning experiences, emotional responses, and sources of flood information from the community and YouTube; and FP is associated with flood training, information from friends, and FRP. The results of this study provide essential guidelines for preparing to address future flooding events among children in the Nakhon Si Thammarat Province and Thailand.

Assessment Tool of Portfolios: Enhancing Primary School Students' English Reading Proficiency

This study aims to explore the use of portfolios as an assessment tool to enhance primary school students' English reading proficiency. Portfolio assessment offers a more comprehensive and continuous approach compared to traditional assessment methods, which tend to measure students' abilities at a single point in time. By using portfolios, teachers can collect various types of student work that demonstrate their progress and understanding in reading, such as book summaries, text analyses, and personal reflections. This research employs a qualitative method. Data is collected through classroom observations, interviews with teachers, and analysis of students' portfolio documents. The findings indicate that using portfolios as an assessment tool provides several significant benefits. First, portfolios allow for a more holistic evaluation of students' reading abilities, encompassing various aspects such as text comprehension, critical analysis, and reflective skills. Second, portfolios offer students the opportunity to see and recognize their own progress, which can boost their motivation and confidence in learning. Overall, this study concludes that portfolios are an effective assessment tool for enhancing primary school students' reading proficiency in English. The use of portfolios not only aids in more comprehensive assessment but also supports deeper and more sustained development of reading skills. Therefore, it is recommended that schools and educators consider integrating portfolios into their English teaching curriculum.

Turkish adaptation of the science-P reasoning inventory: examining the relationships between epistemological beliefs, gender, and residential area

ABSTRACT Background In recent years, studies on scientific reasoning have shown that primary school students can demonstrate scientific reasoning in various tasks. Many studies conducted in Western countries have developed instruments to assess such reasoning skills. Purpose This study examined the psychometric properties of the shortened Turkish version of the Science-P Reasoning Inventory (SPR-I). Then, it investigated the relationship between SPR-I and gender, as well as epistemological and residential areas. In this context, the study was structured as Study-1, which tested the validity and reliability of SPR-I, and Study-2, which investigated the relationship between SPR-I and variables. Sample A total of 425 students aged 9–13 years in Turkey participated in the study. Data was collected in the 2023–2024 academic year. Design and Methods This study investigates the adaptation of SPR-I (7) into Turkish (Study-1) and the relationship between scientific reasoning, epistemological beliefs, and place of residence (Study-2). In this context, data were collected from primary school students using the survey method. Results The results showed that the short version of the SPR-I was within the acceptable confidence interval. In addition, the relationship between scientific reasoning and reading skills was confirmed in terms of convergent validity. Based on the data, the SPR-I had a connection to epistemological beliefs. As far as demographic variables are concerned, scientific reasoning appeared to vary according to gender, but not residential areas. Conclusion The structure of SPR-I (7) related to epistemological beliefs shows that it is related to beliefs about the nature of knowing and beliefs about the nature of knowledge. Based on this, educators should emphasize the development of epistemic knowledge in the development of scientific reasoning skills of young students.

WEB APPLICATION «ELECTRONIC READER’S DIARY» BY AGILE TECHNOLOGY

The article relate to the development of an reader’s electronic diary by AGILE technology. It is needed for reader competency of primary school students. The current students were born in a new information environment. They master information and software faster than adults (for example, gadgets, tablet PC, mobile devices, etc.) The disadvantage is this information environment is reluctance to read. One of the stimulation tools to reading is electronic reader’s diary technology applied in the educational process. The regular reader’s diary is a report about books read. The aim of the reader’s diary is skills reflection and development of the critical analysis skills formation. The project software is designed for primary school students (age 7-10 years). Independent reading skills form at primary school age. It improves cognitive interests of school students, enhances knowledge, and is the formation of a harmoniously developed personality. The electronic reader’s diary stimulates the knowledge interests and consolidates the reading material by AGILE technology and additional interactivity with the school students. The research relates to the architecture of the developed solution, in particular, the issue of the «automated process control system of education system resources» integration. Also, the article contains the map of the developed graphical user interface screen and describing main electronic reader’s diary screens. This research will be intended to boost cognitive and creative activity of students.

Математическая, читательская, естественно-научная грамотность в основной школе: взаимосвязь, преемственность, интеграция

The article is devoted to the problem of developing functional literacy in primary school students. The results of a comparative analysis of the formed and tested types of activities of the basic components of functional literacy (Reading, Mathematics, Science) are presented. Identical and specific types of activities are identified. Using the example of the results of completing tasks of meta-subject regional diagnostic work by schoolchildren in the Moscow region, the existence of a problem of transferring identical competencies from one type of literacy to others was demonstrated. A solution to this problem has been proposed. The article is addressed to teachers implementing federal educational programs of basic general education, regional coordinators of the project «Monitoring the formation of functional literacy of students».

Narrative based online career group counseling program: an explanatory sequential design

AbstractThe aim of this study is to determine the effect of the Narrative Based Online Career Group Counseling Program on the career exploration, career and talent development self-efficacy, and career development of fourth grade primary school students. An explanatory sequential mixed-method design was used in the study. A 2 × 3 quasiexperimental design was used in the quantitative part, and a focus group interview was used in the qualitative part. The results showed that the program had a significant impact and could support career development in children. Thus, a career program with proven effectiveness that can be implemented in schools has been emerged.

Audiovisual Translation as a Media for Teaching EFL Vocabulary to Primary School Students in Indonesia

This research demonstrates the important role of technology in education by highlighting the potential of audiovisual techniques as learning media for primary school students. Previous research studies have shown that appropriate audiovisual presentations can improve comprehension, especially in today's children who are enthusiastic about multimedia technology. A qualitative research method using a classroom action research design was used to carry out the research procedure, while thematic analysis was used to analyse the data and evaluate the findings. The aim of this study is to evaluate one of the most effective EFL vocabulary teaching methods for primary school students, namely audiovisual translation, and to summarise the students' impressions while learning vocabulary using audiovisual translation. This research contributes to innovative EFL teaching methods by suggesting the widespread use of audiovisual translation in primary schools around the world, especially in Indonesia, based on its proven success and positive responses from students.

Advancing Whole-Book Reading Teaching in Primary and Secondary Schools by Regional Instructional Cooperation: A Case Study of Yangzhong City in Jiangsu Province of China

For primary and secondary school students, enhancing reading skills at the basic education level is crucial for their lifelong linguistic and cognitive development. However, instructors may find reading teaching, particularly the teaching of whole-book reading, time-consuming and unproductive. This article is a case study of the possibilities of advancing whole-book reading education via regional instructional cooperation, citing the practices of Yangzhong City in China’s Jiangsu province as an example. It also highlights the implications of Yangzhong City’s experiences for popularizing regional instructional cooperation in Chinese language education across the nation.

An Action Research On Peer Feedback In The Croatian Primary EFL School Context

This paper presents an action research whose aim was to implement the peer feedback activity in EFL writing in primary school contexts in Croatia. The study follows the methodology of action research conducted in five stages. The study aims to answer the following research questions: 1. Can the activity of peer feedback in writing be tailored to primary school students? 2. Can peer feedback activity be successfully implemented in primary educational contexts? The action research provided valuable insights into the complex area of teaching writing in the context of EFL, proving that its successful implementation will largely depend on the willingness of teachers to re-think their feedback-giving practice and embrace peer feedback as a part of their teaching routine.

The interconnection of orthographic, phonetic, and semantic skills with arithmetic fluency.

Arithmetic fluency is considered considers highly rely on language processing, encompassing essential skills. However, the independent predictive power of phonetic, semantic, or orthographic skills in relation to arithmetic fluency remains an unresolved query. This study introduces the common component hypothesis to elucidate the inconsistent findings in previous research. The hypothesis posits that significant correlations between language and mathematics hinge on whether the language and mathematics utilized in a given task share a common component. According to this hypothesis, processing skills for each of the three fundamental language elements (i.e., phonetic, semantic, orthographic) should correlate with arithmetic fluency, as these elements are also integral to simple arithmetic processing. A cohort of one hundred and ninety-eight primary school students participated in the study, undertaking a battery of tests assessing general cognitive abilities, psycholinguistic elements, and arithmetic fluency. The results showed that orthographic, phonetic, and semantic abilities independently predicted arithmetic fluency, even after accounting for all other cognitive predictors. These findings substantiate the common component hypothesis, providing empirical support for explaining the association between language and mathematics. This evidence contributes to addressing the interplay between language and mathematics in educational contexts.

Gender Differences in Computational Thinking Skills among Primary and Secondary School Students: A Systematic Review

With the rise of the concept of gender equality and the emphasis on computational thinking, more and more research on computational thinking is being placed in the context of gender differences to promote gender equality. This systematic review examines and analyzes 23 articles that focus on gender differences in computational thinking skills among primary and secondary school students, providing a comprehensive overview of the existing literature while also providing direction and framework for future research. The results show that (1) the current research is imbalanced across regions and age groups, and the research on inherent gender differences in computational thinking skills remains insufficient; (2) the development of a clearer and more specific definition of computational thinking and corresponding assessment instrument is required for a more specific identification of gender differences; (3) under the existing educational environments, gender differences in computational thinking skills among students in different regions exhibit different pattern; and (4) interventional factors contributing to gender effects in interventions have also been identified.

The Role of the Physical Education Class in Achieving Social Interaction Among Primary School Students in Jordan from the Point of View of the Students Themselves

The Role of the Physical Education Class in Achieving Social Interaction Among Primary School Students in Jordan from the Point of View of the Students Themselves

Lernen während der COVID-19-Pandemie – Selbstreguliertes Lernen in der Schule und zu Hause aus der Perspektive von Grundschülerinnen und Grundschülern

ZusammenfassungWährend der COVID-19-Pandemie nahmen weniger strukturierte Lernsituationen zu Hause für Schülerinnen und Schüler situativ und zeitlich zu. Unklar ist bisher, wie Grundschülerinnen und Grundschüler in diesen Phasen ihr selbstreguliertes Lernen einschätzten. Zur Beantwortung dieser Frage wurden im Rahmen einer querschnittlich-quantitativen Studie Daten von N = 204 Grundschülerinnen und Grundschülern erhoben. Die Ergebnisse aus t‑Tests und Regressionsanalysen zeigen, dass sich die befragten Schülerinnen und Schüler zu Hause als konzentrierter und selbstregulierter lernend als in der Schule wahrnehmen. Zudem sind die wahrgenommene Konzentration und die wahrgenommene häusliche Unterstützung für das selbstregulierte Lernen zu Hause relevant. Gründe für diese Ergebnisse sowie Konsequenzen für die Aus- und Fortbildung von Lehrkräften werden diskutiert.

Специфика высших психических функций у детей с ведущей левой рукой

&lt;p&gt;The article describes the study of higher mental functions in children of primary school age with a leading left hand. The materials of two empirical studies obtained on a sample of primary school students from two Moscow educational complexes are presented. The study #1 is longitudinal. It describes the dynamics of the formation of mental functions in left-handed children. The study #2 describes the specifics of spatial perception in left-handed children. The results of the study confirm the presence of the specifics of the development of mental functions in children with a leading left hand. Based on the results of the study, recommendations on working with left-handed children for specialists of the education system are proposed.&lt;/p&gt;