Primary School Students Research Articles

Multidisciplinary learning assessment in Finland – a phenomenographic approach on teachers’ perceptions

ABSTRACT Multidisciplinary learning (ML) contexts have become an integral part of teaching. Since the 2014 curriculum reform in Finland, certain aspects of learning assessment have changed in Finnish basic education. These educational policy reforms and their practical implementation have increased national and international interest in the Finnish curriculum and its approach to learning assessment. This paper explores Finnish primary school (students aged 7–12) teachers’ (PST) perceptions of the significance of learning assessment in basic education, particularly regarding multidisciplinary learning modules. This study implements a phenomenographic research design based on semi-structured interviews (n = 15). The qualitative analysis resulted in five hierarchical outcome categories reflecting the primary school teachers’ perception of significance of learning assessment in a multidisciplinary learning context. The results indicate that primary school teachers’ perceptions of the significance of learning assessment can influence both the variety of assessment, and the teacher/student roles in the design and implementation of assessment. The qualitative findings of this study deepen our understanding of the role of learning assessment in multidisciplinary learning and teaching and support the further development of teacher education in the field of learning assessment. Interactive, comprehensive assessment strengthens quality learning by making learning visible and steering learning towards its goals.

Longitudinal Relationship between Built Environment and Physical Fitness in Chinese Children and Adolescents: Findings from the COHERENCE Study

BACKGROUNDThe built environment is increasingly recognized as a significant factor in promoting physical fitness (PF). However, there is a lack of research examining the relationship between the built environment and PF, and this study aims to address this gap. METHODSThe study utilizes data from the Children's Growth Environment, Lifestyle, Physical, and Mental Health Development Project (COHERENCE) in Guangzhou, China. This project collects annual data on PF and demographic information of primary and high school students from 2016/17 to 2019/20 academic year. The built environment data around participants' residential neighborhoods is obtained based on the 5Ds framework. RESULTSAmong the 96,402 participants, aged 8.66 (1.88) years old, 51,363 (53.3%) were boys. The fitted restricted cubic spline (RCS) curve revealed a reverse N-shaped relationship between population density and PF. Threshold analysis discovered that when the distance from the residential address to the nearest public transport station was not more than 470 m, a longer distance was associated with better PF [β (Unstandardized coefficient) = 0.764, 95%CI (Confidence Interval) = 0.297, 1.230]. CONCLUSIONSThis large population-based study suggests that there is an urgent need for community-scale policies related to built environment in order to enhance the PF of Chinese children and adolescents.

Teachers’ Perceptions of Mathematics-Related Barriers for Students With Visual Impairments

Mathematics is crucial in science, technology, and engineering career paths for all individuals, including Students with Visual Impairments. This study examined teachers’ perceptions of experiences and challenges that primary and secondary school Students with Visual Impairments faced concerning the learning of mathematics in Botswana. A descriptive survey research design was used in this study and data was collected from 84 participants. Mann Whitney U and Kruskal-Wallis tests were used to determine differences in teachers’ perceptions by position and school type respectively. Moreover, content analysis was used to summarize responses to open-ended questions. Teachers perceived that Students with Visual Impairments experienced barriers in key areas such as concept development and problem-solving, braille literacy, resources and support, instructions and modifications, and attitudes and the learning environment. Significant differences were noted among teachers’ perceptions based on whether they taught at a primary or secondary school. It is recommended that mathematics interventions for SWVIs should include creating a supportive learning environment, as well as collaboration within schools, between schools, and with external entities.

An abbreviated Chinese dyslexia screening behavior checklist for primary school students using a machine learning approach.

To increase early identification and intervention of dyslexia, a prescreening instrument is critical to identifying children at risk. The present work sought to shorten and validate the 30-item Mandarin Dyslexia Screening Behavior Checklist for Primary School Students (the full checklist; Fan et al., , 19, 521-527, 2021). Our participants were 15,522 Mandarin-Chinese-speaking students and their parents, sampled from classrooms in grades 2-6 across regions in mainland China. A machine learning approach (lasso regression) was applied to shorten the full checklist (Fan et al., , 19, 521-527, 2021), constructing grade-specific brief checklists first, followed by a compilation of the common brief checklist based on the similarity across grade-specific checklists. All checklists (the full, grade-specific brief, and common brief versions) were validated and compared with data in our sample and an external sample (N = 114; Fan et al., , 19, 521-527, 2021). The results indicated that the six-item common brief checklist showed consistently high reliability (αs > .82) and reasonable classification performance (about 60% prediction accuracy and 70% sensitivity), comparable to that of the full checklist and all grade-specific brief checklists across our current sample and the external sample from Fan et al., , 19, 521-527, (2021). Our analysis showed that 2.42 (out of 5) was the cutoff score that helped classify children's reading status (children who scored higher than 2.42 might be considered at risk for dyslexia). Our final product is a valid, accessible, common brief checklist for prescreening primary school children at risk for Chinese dyslexia, which can be used across grades and regions in mainland China.

Prevalence and impact of primary headaches among students aged 8-12 years in Sub-Saharan Africa: Cameroon experience.

The present study aimed to investigate the prevalence and impact of primary headache among students aged 8-12 years in the city of Douala (Cameroon). From January to May 2022, a cross-sectional study was conducted in 52 primary schools randomly selected from five districts in the city of Douala. The study population consisted of primary school students in level III classes. The diagnosis of primary headache was made according to the International Classification of Headache Disorders, 3rd ed (ICHD-3) criteria and the paediatric version of the HARDSHIP questionnaire was used for recruitment. In total, 2056 students participated of whom 55.9% (n = 1149) were female, with a median age of 11 years. The prevalence of headache in the last 12 months was 85.7% (n = 1762), that of migraine was 26.1% (n = 536) and that of tension-type headache (TTH) was 15.1% (n = 311). Regarding the impact of primary headaches, 176 (32.8%) migraineurs reported absenteeism from school compared to 70 (22.5%) students with TTH (p = 0.03) and 309 (57.6%) migraineurs had a break in their activities compared to 147 (47.3%) students with TTH (p < 0.01). Primary headaches are common among students aged 8-12 years in the city of Douala. They are responsible for a considerable impact on children and their family, particularly for migraineurs.

The Impact of Developing Moral Education on the Morality of Primary School Students in China

This study investigates the impact of moral education on the development of students' morality in these institutions. It highlights the unique political and cultural characteristics of Chinese moral education, emphasizing its role in fostering values of communism and socialism with Chinese characteristics. The research examines the effective mechanisms implemented by the government and educational departments, the crucial role of moral education teachers, and the importance of textbooks in guiding students' moral development. The study finds that despite some challenges, moral education positively influences the moral growth of primary school students in China. Recommendations for policymakers, educators, and teachers are provided to enhance the effectiveness of moral education, ensuring it meets both practical and individual needs.

Educational Comics Based-Local Folktales and Its Effects on Reading Literacy of Rural Primary School Students

Reading is a basic literacy that plays an important role in the intellectual development of students. Based on various surveys, it was identified that the reading competence of Indonesian students was very low. The research aims was to implement educative comics based on local folktale and examine its effect on increasing reading literacy of in rural rural primary school students. The research is a quasi-experimental design with pre-test-post-test non-equivalent control group design. The participants were 3rd grade elementary school students in rural Karanganyar Regency, Central Java, Indonesia. Sampling was done by purposive sampling and cluster random sampling technique. There were 58 students in the experimental group and 56 students in the control group from 2 different elementary schools, but their qualifications were both in the good category. In learning to read, the experimental group used educational comic books containing local folktales while the control group used texts containing local folktale. Reading literacy competency data was obtained through paper and pencil tests. The data obtained were analysed descriptively and inferentially using t-test. The results of the study prove that there is a significant effect of educational comics based on local folktale on students' reading literacy competence. Local folktale supported by images is suspected to facilitate the availability of context so that the substance of the text is easier to understand. Therefore, teachers are advised to use image support in learning to cover learning losses due to the pandemic, especially in rural schools which experience many obstacles in distance learning.

The effects of Chinese calligraphic handwriting education on positive mental characters and academic emotions in Chinese primary school students

The current research tested the relationship between Chinese calligraphic handwriting (CCH) education and student academic emotions. Using a quasi-experimental, cross-sectional design, we recruited 448 third- to sixth-grade students, and about half of them (N = 228) come from a CCH specialist school and the other half (N = 220) from a general primary school. We examined the relations between CCH education and student outcomes in two ways: comparing the means of academic emotions between the two groups and investigating the associations between the CCH level of the CCH students (rated by CCH teachers) and their academic emotions. Results showed that compared with the control group, CCH group had a higher level of positive low arousal of academic emotions. Within the CCH group, however, more significant associations were found between CCH level and student outcomes. We further found the interaction effect of CCH level and positive mental characters on academic emotions, specifically, the positive low arousal and negative high arousal academic emotions. Limitations and implications of the study were discussed.

INTEGRATING MEDIA EDUCATION INTO TRADITIONAL LEARNING WHEN TEACHING ENGLISH IN ELEMENTARY GRADES

This article cites several suggestions and techniques aimed at increasing the mediacompetency of Primary School students in teaching foreign languages hususan English and at the same time preventing them from following various misinformation.

Problem Identification of Dyspraxia Students in Primary School

This research aims to describe the problem identification of dyspraxic students in primary schools. In identifying the problems of students with dyspraxia in elementary school, it provides knowledge related to learning obstacles in elementary school. The type of research conducted is a qualitative case study at SDIT Muhammadiyah Al Kautsar. The data sources in this study are classes that have children with special needs, class teachers and Counselling Guidance (BK) teachers. Data collection in this study was through observations and interviews with class teachers and Counselling Guidance teachers at SDIT Muhammadiyah Al Kautsar. The results of this study indicate that SDIT Muhammadiyah Al Kautsar has carried out activities to identify the problems of students with dyspraxia and provide solutions to students with dyspraxia. In addition, the results of this study are that SDIT Muhammadiyah Al Kautsar has identified students by adjusting the curriculum, mapping of children with dyspraxia, and providing evaluations or solutions in learning obstacles for students with dyspraxia. In problem identification activities, students with dyspraxia need special handling from class teachers and Counselling Guidance teachers with the aim that students are able to learn well to achieve differentiated learning objectives. In addition, in this identification it is necessary to specifically handle and provide good training starting from writing for children with dyspraxia, special assistance strategy activities, activities up and down stairs, fine motor assistance, and making appropriate LKPD.

Immersive Virtual Reality (IVR) Systems for Comprehensive Fire Safety Education in Primary School

In the evolving landscape of educational technology, immersive virtual reality (IVR) has emerged as a promising tool to enhance safety education for primary school students. Traditional fire safety methods, while foundational, face challenges in engaging young learners actively. This study aims to comprehensively investigate the intricate dynamics of integrating IVR technology into fire safety education for primary school students. By examining students' perceptions, assessing engagement levels, and evaluating learning outcomes, the research seeks to offer nuanced insights into the potential benefits and challenges associated with VR-based safety education. Conducted as a qualitative study, 25 semi-structured interviews were performed with primary school students (Grades 4-6 in China), employing a three-step thematic analysis. The research explores students' experiences with IVR fire safety simulations, comparing them with traditional methods, and addressing practical considerations for integration. Preliminary findings suggest positive perceptions, heightened engagement, and improved learning outcomes among students exposed to VR simulations. Practical challenges, including logistical considerations, were identified. The comparison with traditional methods illuminated strengths and weaknesses, guiding educators and policymakers. This research contributes to the intersection of education and technology by offering novel insights into the potential of IVR simulations in fire safety education. The study's significance lies in informing pedagogical practices, addressing practical challenges, and promoting safety awareness among primary school students, guiding future educational technology initiatives.

Self-Directed Learning (SDL) Model on Pentigraph Writing Skills Among Primary School Students

Students' waning interest in writing personal narratives and the rise of readily available online examples have led them to take shortcuts, hindering their creative development. Traditional writing instruction, often limited to theoretical explanations, fails to engage students and lacks innovative strategies. This research investigates the effectiveness of the Self-Directed Learning (SDL) model in improving the pentigraph (three-paragraph) writing skills of fifth-grade students. Employing a quasi-experimental design with a quantitative approach and a Posttest-Only Control Design, the study involved 82 fifth-graders from Taman Kota Elementary School in Madiun, Indonesia. Convenience sampling selected two classes (VB and VC) with 20 students each. Data collection utilized questionnaires, tests, and documentation. Findings revealed a positive impact of the SDL model on students' Indonesian pentigraph writing skills. Through independent learning, students demonstrated improvement, progressing from basic tasks to planning, controlling, and self-assessment. The SDL model empowers students to develop their writing based on their unique learning styles. This research highlights the effectiveness of the SDL approach in enhancing pentigraph writing and student ownership of the learning process

Does Primary School Teachers Resilience Have a Correlation With Students Reading Comprehension Skills

The psychological resilience of teachers refers to their capacity to cope with the challenges teachers face and their ability to prevent burnout. Teachers' psychological resilience can help them teach students more effectively and maintain their profession in the long term. To date, studies on teacher resilience have generally focused on teachers' characteristics, socialization, and behavior. However, very few studies investigate teacher resilience and its reflections on education through the relationship between teachers' resilience, students' transformation of educational behaviors into skills, and reading comprehension skills. Henderson and Milsteins’ study (2003) suggests that if teachers, who are the main source of role models in education, lack resilience, it is not a realistic expectation for students to be educationally resilient and indirectly demonstrate educational skills. So this study investigated the relationships between teachers' resilience and students' reading comprehension skills. This study was designed with the relational survey model, one of the quantitative research methods. The relationship between primary school students and their teachers was investigated. Numerical quantities representing the universe were calculated to question the existence of the relationship. In this regard, a total of 761 students and their teachers from the 2nd, 3rd, and 4th grades of primary school constitute the participants of the research. A total of 31 classes and their teachers from public and private primary schools were involved in the process. This study found a positive but low-level relationship between teachers' professional resilience and their students' reading comprehension skills. While teacher resilience contributes to students' reading comprehension, its impact is relatively limited, suggesting that other factors also play a significant role in students' academic success.

Students’ Perceptions Using Slido Application as Learning Media for Social Sciences in a Primary School Students

Students’ Perceptions Using Slido Application as Learning Media for Social Sciences in a Primary School Students

STRUCTURAL COMPONENTS OF FORMING FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF PRIMARY SHCOOL STUDENTS THROUGH INTERACTIVE METHODS IN TEACHING

The article delves into a challenge concerning the advancement of foreign language communicative skills among elementary school students. It introduces the notion of sub-competencies within foreign language communicative skills, which serve as integral components. Furthermore, the paper outlines findings from an experimental investigation on the development of foreign language communicative competencies in primary school students. The primary objective of the article is to justify the cultivation of foreign language communicative competences in elementary school students through collaborative work in pairs and small groups, dialogues, discussions and games. The author supports the effectiveness of these methods by employing methodological tasks. The reliability and validity of the study's findings and conclusions are assured through the analysis of sub-competence formation at all levels. The tasks assigned within educational activities serve as the foundation for fostering foreign language communicative competencies. In this article, the author also emphasizes the competency-based approach of contemporary foreign language instruction. This competency includes various communicative tasks by motivating young learners. Within this research, communicative competence is defined as the key point. Communicative competence of primary school students is a harmonious combination of communicative sub-competencies, as well as a stable experience of their successful application.

ФОРМИРОВАНИЕ СТРЕМЛЕНИЯ У УЧАЩИХСЯ НАЧАЛЬНЫХ КЛАССОВ К ПРИОБРЕТЕНИЮ ЗНАНИЙ НА ПРОДУКТИВНОЙ ОСНОВЕНА УРОКАХ МАТЕМАТИКИ

The article "Formation of the desire of primary school students in mathematics lessons to acquire knowledge on a productive basis" is devoted to the urgent problem of forming the necessary competencies, skills and abilities for productive educational activities in primary school students. The author of the work gives a detailed analysis of the teacher's work in the initial level. Emphasizing the rather large proportion of reproductive methods in the educational process, the author will raise questions about the need for a creative approach to working conditions with younger schoolchildren in order to awaken and form students' desire to study mathematics. At the same time, in the author's opinion, it is necessary to intelligently combine traditional and innovative technologies, which form students' cognitive activity, independence in finding optimal solutions, and the desire to make their own discoveries. These types of work should be carried out taking into account the age characteristics of children and on a systematic basis. The most effective, in the author's opinion, are health-saving technologies, gaming, case technologies, etc.

The role of digital health interventions in reducing obesity among primary school children: A behavioural insights perspective

This study investigates the effectiveness of a web application called "Jejak BMI 1.0" aimed at reducing obesity among primary school students by promoting healthier behaviours in children and their parents. The research objectives were to assess the usability and user experience of the application, and to evaluate its impact on children's Body Mass Index (BMI) and parental behaviours. Using a mixed-methods approach, including pre- and post-test surveys, statistical analysis, and thematic analysis, the study found significant improvements in parental behaviours and children's BMI scores. The app was well-received by participants, with high usability and functionality ratings. Despite the positive outcomes, limitations such as the short study duration and potential biases were noted. The findings underscore the potential of digital tools in public health interventions and the importance of parental involvement in addressing childhood obesity.

Perceptions and impacts of the Happy Program on socio-emotional competencies: a mixed-methods study in primary education

Introduction: The "Happy Program" implemented by AMCO across various schools in Latin America has been the subject of a mixed-methods study assessing its impact on the socio-emotional competencies of primary school students. The study focuses on the perceptions of both teachers and students, integrating quantitative and qualitative techniques for a comprehensive evaluation. Methods: Mixed-methods design to thoroughly assess the impacts of the Happy Program on socio-emotional competencies among primary school students. This design incorporates both quantitative and qualitative approaches to provide a multi-dimensional understanding of the program’s effects. Teacher’s study, this segment involves a survey distributed to 57 teachers, designed to capture their perceptions before and after the implementation of the Happy Program. The survey measures changes in their views on students' socio-emotional skills and the overall classroom environment. Teachers are asked to rate the program’s influence on student behavior and emotional management, and to comment on areas for improvement, such as activity variety and family engagement. Parallel to the teacher survey, a larger scale study surveys 1,526 students. This study aims to gather direct feedback from the students about their experiences with the Happy Program. Students respond to questions about their emotional understanding, how they manage emotions, and their interactions with peers and family members as influenced by the program. This data is crucial for measuring the perceived effectiveness of the program from the students’ perspective. Findings/Results: Teachers reported a generally positive impact of the program on students, noting enhancements in key skills such as self-regulation and empathy. However, they also identified areas for improvement, such as activity diversification and greater family engagement. The results detail an increase in emotional understanding and management skills among students, with 76% of teachers observing significant improvements in these areas following the program's implementation.

The Effectiveness of Website-Assisted Learning Multimedia to Improve Mathematics Learning Achievement of Elementary School Students

This study aims to determine the effectiveness of web-assisted learning multimedia in improving Maths learning achievement among primary school students. This study used a quasi-experimental approach, using a pre-test and post-test design to measure students' learning achievement. Data collection was conducted using test instruments designed to assess learning outcomes in a structured and objective manner. The effectiveness of the web-based multimedia intervention was measured through the Normalised Gain (N-Gain) test, which evaluates the level of improvement in students' mathematics learning achievement. Differences in the dependent variable between the experimental and control groups were further analysed using Paired Samples t-test and Independent t-test. The results of the N-Gain test indicated that the experimental group showed significantly greater improvement in Mathematics learning achievement compared to the control group, with the experimental group achieving a medium category N-Gain score of 0.68, while the control group's score was categorised as low at 0.17. In addition, the Paired Samples t-test and Independent t-test showed significance levels below 0.05, further validating the substantial impact of the web-based multimedia on student achievement. These findings underscore the potential of web-based multimedia as an effective instructional tool to improve students' learning achievement, especially in the area of Mathematics. This research contributes to the growing body of knowledge in educational technology and offers practical insights to enhance the learning process among young learners

Home-School Connection: Investigating Parental Involvement in the Academic Learning of PrimarySchool Students

The objectives of the study were to analyze the perspective of parents about their involvement in the academic learning of their children studying at the primary school level. A quantitative research design was used to conduct this study. A descriptive survey method was used to collect the data. The population of the study was parents of the students of government primary schools of tehsil Rajanpur. It included male and female primary schools in rural and urban areas in this tehsil. Disproportionate stratified random sampling technique was used to select 648 parents of primary school children. Self-developed research instrument, i.e., a five-point scale, was used for data collection. The data were analyzed through descriptive and inferential statistical techniques. The study found that parents were highly involved in parenting and home-based learning activities. However, their involvement in the community-related activities and decision-making was relatively low. It is suggested that parents participate in classroom, school, and co-curricular activities. Training sessions may be conducted for teachers and parents on various ways of collaboration in the educational settings in order to better understand and improve the student's learning progress.