Basic School Students Research Articles

Relationship Between Street Hawking, Study Habit and Academic Performance of Upper Basic School Students in Federal Capital Territory, Abuja, Nigeria

Purpose: This study investigated the relationship between street hawking, study habits and academic performance of Upper Basic School Students in Federal Capital Territory, Abuja, Nigeria. Methodology: The research design adopted for the study was descriptive survey design. A total of 43,922 Upper Basic School Students comprises the population. Krejcie and Morgan (1970), was used in drawing the sample of 240 students. A Self-structured questionnaire was used to collect data from the respondents. The data collected was subjected to statistical analysis based on the six null hypotheses. A multiple correlation regression, an analysis of variance, t- test and Pearson correlation coefficient was used in analysing the hypotheses. Findings: The findings from the study showed that, there is no significant relationship between street hawking, study habits and academic performance of students in Federal Capital Territory, Nigeria, it further shows that there is no significant relationship between street hawking and study habits and that upper basic school students do not differ significantly in their study habit on the basis of gender. The results further revealed that there is no significant relationship between street hawking and academic performance of students in Upper Basic Schools, and that Students differ significantly in their academic performance based on different hawking time. It was further discovered that upper basic school Students do not differ significantly in their academic performance because of those engaged in street hawking and students who do not. Unique Contribution to Theory, Policy and Practice: It was recommended that parents should allow their ward hawk only after school and hours of hawking should be limited and as well monitored. The results of this have significantly address the long-standing view that students who are engaged in street hawking tent to perform poorly, academically. The non-relation obtained in this study has further revealed the need to look at other environmental factors that may likely influence academic performance of school children street hawkers. Further study may still be needed to reconcile the differences in performances in performances between students engaged in street hawking and those who do not.

Factors of Verbal Violence Towards Students: Field Study in Public Basic Schools in Erbil City

Violence in general, in all its forms, particularly verbal abuse, is one of the social and psychological problems facing educational institutions. Verbal abuse is widely spread and created educational problems, because in spite of this causing problems and disorders for the student and the effect of his/ her personality. Hence, the main purpose of this study is to identify the causes of verbal abuse toward students in public basic schools in Erbil city. For this purpose, the research, which used the quantity method, in the 125 basic schools of Erbil city, using samples in 10 schools, 381 students were assigned to the research criteria and as the research unit selected. As a result, the research has reached that "the impact of verbal violence, remains much more than other forms of violence, because the verbal violence had a direct effects on the student's passion and mind, at the same time, the research demonstrate, now in a number of Erbil's School, for controlling and organizing students, body violence has taken the place of verbal violence, and the results shows us that the verbal violence, among students itself, has increased in a considerable way.

A model of variant teaching for basic school students in the field of artificial intelligence

Today, the need to educate schoolchildren in the field of artificial intelligence is emphasized at the state level. However, issues related to the selection of content and organization of teaching in the field of artificial intelligence to students in basic secondary school are still controversial. Basic general education faces the problem of finding ways to improve teaching methods for schoolchildren in the field of artificial intelligence.The scientifically based implementation in the field of artificial intelligence training at the level of basic general education is associated, firstly, with the development of a model for teaching in the field of artificial intelligence in the conditions of variant school education, secondly, with the identification of approaches to organizing such teaching, thirdly, with the selection and structuring of teaching content in the field of artificial intelligence as part of an informatics course in basic secondary school, fourthly, with the integration of the teaching content in the field of artificial intelligence into various organizational forms of school education. This determined the purpose of the study.As a result of the study, approaches to the formation of the content of variant teaching in the field of artificial intelligence were identified, a model of variant teaching in the field of artificial intelligence at the level of basic general education was created, the principles of implementation of the proposed training model was highlighted, thematic modules for basic and in-depth training in the field of artificial intelligence were identified, educational and methodological materials were developed (theoretical educational material, practical tasks, laboratory work, methodological recommendations, etc.) for variant teaching in the field of artificial intelligence in the basic secondary school. Testing of the educational and methodological materials was carried out at sites in certain educational organizations in Moscow.

Dimensional model of socioemotional learning built on a large‐scale sample of Chilean students

AbstractEven though Social and Emotional Learning (SEL) has become a central domain in education, there is still a lack of clarity in the underlying conceptual models guiding educational efforts and insufficient empirical evidence supporting these models. The Chilean Agency for Quality in Education developed a socioemotional questionnaire as part of the Comprehensive Learning Diagnosis (DIA), administered in educational institutions nationwide. Its underlying conceptual model considers nine SEL competencies structured into three dimensions: Individual, Communal, and Civic, mapping onto the Chilean educational curriculum and learning goals relative to SEL. Even though this model was built based on a thorough revision of existing approaches to SEL and assessment tools, this dimensional structure has not been empirically tested. This study explores a dimensional model of SEL based on a large‐scale sample of Chilean students assessed through the DIA (882,553 7th–12th graders). Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted to determine the dimensional structure, also testing for invariance by educational level (basic vs. secondary education) and gender. EFA evidenced a three‐dimensional structure, with factors labeled as individual, relational, and socio‐moral based on their composition. CFA confirmed these dimensions with adequate fit indices. Factorial invariance of the identified model was found between basic and secondary school students, and between boys and girls. The study allowed for the construction of a theoretical model of SEL based on a large‐scale sample. The identification of a moral factor as a key dimension of SEL constitutes a novel and promising perspective, in line with recent research providing new insights into SEL. Further evidence regarding the reliability and validity of the instrument should be analyzed. Also, the proposed SEL model should be tested in different countries and populations to broaden our understanding of SEL and inform educational policies and practices.

The Availability Degree of Leadership Skills for Students of Public Basic Schools in Jordan According to the Japanese Education System Tokatsu

This study aimed at finding out the availability degree of leadership skills for students of public basic schools in Jordan according to the Japanese education system Tokatsu. The study used descriptive survey methodology. The study sample consisted of (220) principals and teachers. To achieve the purpose of the study, a 70-item questionnaire was used for data gathering. The findings showed that the availability degree of leadership skills for students of public basic schools in Jordan according to the Japanese educational system Tokatsu was high. Furthermore, the results showed significant differences at the level of (α=0.05) for the responses of the sample members due to the variable of experience, the differences came in favor of (less than five years), where there were no statistically significant differences at the level (α = 0.05) of the responses of the study sample due to the variable of sex. Job title and academic qualification. In light of the results, the researchers recommended the Ministry of Education to pay attention to educational activities that develop students' leadership skills

Breaking the Chains: Child Labour’s Effect on Educational Achievement among Basic School Students in The Tamale Metropolis

Breaking the Chains: Child Labour’s Effect on Educational Achievement among Basic School Students in The Tamale Metropolis

The classroom behavior of the teacher of physical education and its relationship to the learning motivation of the eighth grade students in basic schools

The classroom behavior of the teacher of physical education and its relationship to the learning motivation of the eighth grade students in basic schools

Knowledge, Attitude, and Practices (KAPs) on COVID-19 of junior and senior high school students

During the COVID-19 pandemic, students faced increased risk of contracting the virus due to the relaxation of health protocols by the Philippine government and the authorization of face-to-face instruction in schools by the Department of Education. There is little data on basic education school students' awareness of COVID-19 in the Philippines, particularly in Cebu City. A cross-sectional descriptive-correlational research design was utilized to determine junior and senior high school students' knowledge, attitudes, and practices regarding COVID-19. In this study, a survey questionnaire was used to compare and attempt to identify relationships between the demographic profile of students and their KAPs regarding COVID-19. This study also investigated the relationships between students' KAPs. JHS and SHS students exhibited outstanding KAPs for COVID-19. Students' demographic characteristics, including grade level and family income, were significantly associated with their KAPs toward the disease. However, their gender was not significantly associated with their KAPs. There was a significant relationship between students' COVID-19 KAPs. It is imperative that the DepEd develop strategies and programs to combat the situation due to pandemic and prepare for similar situations in future. With the aid of curriculum designers, science educators must adapt the science education curriculum to address current and future health concerns.

The Impact of Artificial Intelligence on Students in the First Three Grades in Basic Schools in the City of Amman-Jordan from The Perspective of Their Teachers

Nowadays Artificial Intelligence (AI) affects most of our lives; it is positive in some ways, but there are limitations in others. Teachers' perceptions of AI are still poorly studied, despite ongoing debate and growing research in the field. One of its main effects is on students in the first grades; however, this study aimed to investigate the effect of AI on the first three grades of students in basic schools in the governorate of the capital Amman Jordan, from the perspective of its teachers as a case study. The study was performed using a scientific questionnaire, and 125 participants completed this survey. The findings of an analysis of teachers' beliefs regarding using AI technologies to teach the first three grades in elementary schools in Jordan's capital, Amman Governorate, are presented in detail. As a result of the significance of these axes in educational curricula and strategies, as well as related sustainability, the focus was on five axes in the questionnaire questions: the validity of information derived from artificial intelligence, supporting students' technical knowledge and conceptual knowledge, focusing on development practices for students' skills, and finally achieving educational outcomes. The findings show that in-service teachers need to be trained to use current AI-based tools more effectively. To integrate AI into regular education, teachers must participate in the process of co-designing materials while taking into account contextual circumstances and, most importantly, curricula. Teachers' input during the development can help put AI in perspective, resulting in tangible effects and significant educational advances.

A step-by-step methodology for assessing students� functional literacy in basic school mathematics

Relevance. The relevance of the research is conditioned upon the rapid changes in the educational system, where the modernisation of the content, methods, means of control and assessment of learning outcomes reflect the key aspects of the development and implementation of students� competencies. Purpose. The purpose of the research work is to determine the specifics of children�s functional literacy development, in particular, mathematical literacy, and the specifics of the organisation of its assessment in the basic school. Methodology. The theoretical and methodological foundation of the research work was a qualitative combination of methods of structural and functional analysis of the problem of ensuring the learning process, and analytical research of the development of students� mathematical knowledge in the aspect of its activity character. In particular, the diagnostics of the development of students� functional literacy was conducted. Results. The research work presents the results reflecting the problem of children�s development of global competencies and creative thinking, which contribute to the development of their potential. In addition, the research discloses the issues of professional competence of a teacher in the context of their skills to provide holistic learning in mathematics lessons, considering interdisciplinary links. In addition, the components, conditions and approaches that allow the teacher to effectively influence the development of functional literacy of students were considered. Conclusions. The obtained data disclose the problem of developing diagnostic tools for assessing the quality of training of basic school students. The practical value of the obtained results of the research work lies in the possibility of using the highlighted approach to improve the methods of assessing students� functional literacy throughout their education in basic school. Keywords: modelling; pedagogical approach; diagnostics; learning activity; motivation; functional literacy

Learner-Centered Teaching in Nepal: Insights from Basic School Teachers, Students and Administrators

Learner-Centered Teaching in Nepal: Insights from Basic School Teachers, Students and Administrators

Mathematical competencies with applications of mirror classes in regular basic education

<span lang="EN-US">The problem about learning in mathematics lies in the lack of application of teaching strategies for the resolution of the calculation in mathematical problems, problems of movement, mathematical regularity, equivalence, and uncertainty; in populations with difficulties to learn collaboratively. Here the application of mirror classes in populations with interactive problems is demonstrated, thus contributing to strengthening their knowledge from cooperative information management, the use of analysis skills based on co-evaluation. In this sense, the purpose of the study was to evaluate the mirror class, as a pedagogical strategy, in order to optimize the competence of solution of quantity problems in basic school students of two educational institutions in Lima, Peru. The study was conducted under the action research approach where the diagnostic and exit test, question guide and field diary were the instruments used for data collection. It was concluded that the mirror class as a pedagogical strategy favors the optimization of competition and solves quantity problems in basic education students. So, they also developed concrete knowledge, to assign them in cognition more enduringly as a form of social learning.</span>

Broken Homes and Intact Homes Students’ Academic Attainment in Mathematics in the Kasena-Nankana Municipality, Ghana

Students’ academic attainment in mathematics can be influenced by several factors including the structure of student’s home. This study was therefore conducted to compare the academic achievement of students from intact homes and their colleagues from broken homes in mathematics in the Kasena-Nankana Municipality, Ghana. The study embraced a survey design using 26 students from broken homes who were purposely and conveniently selected and 26 students from intact homes selected using simple random sampling technique. The study relied on secondary data (mathematics scores from students report cards) and the data was analysed using independent sample t-test. The test results revealed a significant difference in mean scores between the two groups of students and this difference was in favour of the students from intact homes suggesting that students from broken homes performed poorly compared to those from intact homes. The finding implied that, family structure (broken or intact) is a factor that should not be undermined when looking at students’ performances in mathematics. The study concluded that broken home has a negative impact on basic school students’ academic achievement in mathematics.

Improving teacher-student classroom interactions: what role do social and cultural backgrounds of teachers and students play?

ABSTRACT While quality teacher-student classroom interaction is crucial in promoting students’ learning, literature recognizes the meaningful effects teachers’ and students’ social background characteristics and cultural values or orientations have on classroom interactions. However, the extent of relationships between elements of the social and cultural contexts of teachers and students on teacher-student classroom interactions seem under-researched and may require more efforts from researchers, especially in the context of Africa. This empirical study sought to explore these elements and how they relate with teachers’ and students’ perceived classroom interactions in basic schools in southern Ghana after controlling for their demographic characteristics. A questionnaire was used to collect data from 175 teachers and 501 basic school students and was analysed using exploratory factor analysis, correlation, and hierarchical regression analyses. The results showed that social context and culturally responsive teaching practices correlate positively with teacher-student classroom interactions. Also, variance in classroom interactions was attributed to both social and culturally responsive teaching practices of teachers, with the latter having a greater effect on teacher-student classroom interactions. Implications of these findings for policy and practice are discussed.

Preparation of future technology and computer science teachers for the creation and use of digital educational resources in the field of robotics for basic school students

In the context of the digital transformation of education, a teacher must learn to use digital resources, including digital technologies and artificial intelligence technologies in professional teaching activities. Be able to design and implement a subject-based digital educational environment. The article examines the place and role of digital educational resources in the preparation of bachelors studying in the field of preparation «Pedagogical Education» of the «Technology and Informatics» profile. Particular attention must be paid to the training of technology and computer science teachers to develop key competencies of the 21st century — the development of creativity, critical thinking, independent and group work skills of students, the development of mutual assistance skills, interaction and cooperation in the classroom. The structure of preparing a future teacher for the creation and use of digital educational resources in the field of robotics may vary depending on specific programs (on the age of students, on the field of robotics — designing robots, or programming microcontrollers, or working with big data) and the learning context (students, or teachers with experience, or teachers without technical training), but these basic components can serve as the basis for developing an appropriate curriculum or course.

Психологические ресурсы успеваемости подростков: дифференциальные аспекты

<p>In recent years, psychologists pay more and more attention to the study of individual typological characteristics of people. The introduction adduces the purpose of the article - to analyze current trends in the study of non-cognitive predictors of adolescent achievement and summarize new data obtained in empirical studies of psychological resources of academic success. The first section of the article analyzes in detail the recent foreign studies of the most significant (according to meta-analyses) psychological resources of academic performance within the framework of an individual-oriented approach. Among the new trends, there is a focus on studying the profiles of psychological resources of academic achievement and their stability in different age periods, as well as an interest in predicting academic performance depending on the type of profile. The second section of the article analyzes the results of empirical studies of the students’ individual characteristics in the context of the differential-typological approach, conducted at the Psychological Institute of the Russian Academy of Education. The authors considered typologies created in the framework of studying the temperamental and characterological foundations of students' conscious self-regulation. They describe empirical typologies of special regulatory resources for achieving educational goals, including examination success. The research results allowed to develop the generalized ideas about age-related differential-typological differences in the regulatory and personal resources of academic achievement of the basic and high school students. The conclusion is made about the resource role of conscious self-regulation and school engagement in maintaining students’ academic performance. The studies demonstrated the predictive effect of conscious self-regulation on academic performance and school engagement during the students’ transition to high school. The conclusive part emphasized the practical significance of supplementing the studies of general patterns of manifestation of the psychological resources of academic performance with an analysis of students’ individual-typological characteristics which can be fruitful for the development of an individual approach in education.</p>

FORMING LOWER SECONDARY EDUCATION STUDENTS' READINESS FOR INNOVATIVE ACTIVITIES IN NATURAL-MATHEMATICAL COURSES

The article examines the issue of pedagogical conditions for the formation of the readiness of lower secondary school students for innovative activities during the lessons of the courses of the natural-mathematical cycle. A set of pedagogical conditions that positively influence the formation of students' readiness has been proposed. It has been proven that providing a comfortable educational environment, constant support of the motivation and readiness of pedagogical workers for innovative activities, systematic use of digital educational resources and a complex of creative, research and applied tasks has a positive effect on the level of readiness of lower secondary school students for innovative activities during the lessons of the courses of the natural-mathematical cycle. It has also been stated that the formation of basic school students' readiness for innovative activities is a complex and long-term process that is impossible without the creation of appropriate pedagogical conditions. A comprehensive and multifaceted approach to the formation of readiness would give an innovative product (result) only with a clearly developed algorithm, which would be followed by all participants in the educational process at secondary education institutions. It has been noted that innovative activity in the lessons of mathematics, physics, economics, chemistry, biology, geography, astronomy, etc., is a priority task of the respective teachers, because these subjects cause anxiety among the students of education and due to their complexity, students lose interest in studying them.

Type of School as a Socioeconomic Indicator and its Impact on the Nutritional Status, School Performance, Self-Esteem of Basic School Students (10-12 Years Old) in Khartoum Locality, 2014

Adolescence, a critical phase of rapid physical, social, and psychological growth, encompasses individuals aged 10 to 19 years, Evaluating nutritional status for decades has involved standard methods like dietary, anthropometric, biochemical tests, and clinical signs, often incorporating socioeconomic status (SES) as a key determinant. The study aimed to assess the nutritional status of students (10-12 years old) attending three types of basic schools whose families’ SES was categorized according to school fees paid as high, medium and low. Methodology: This cross-sectional community-based study investigated the influence of family socioeconomic status (SES) on the nutritional status, school performance, and self-esteem of children aged 10-12 years attending basic schools 2014. 210 participants were chosen. Data were collected through anthropometric measurements and a questionnaire covering demography, dietary patterns, self-esteem assessments, and school performance obtained from schools. Statistical package for social sciences version 26 used for analysis. Result: Data from 210 students (45.2% boys, 54.8% girls) The findings revealed a significant impact of family SES (P=000) on nutritional status, energy and protein intake, school performance, and self-esteem. Low SES families had a higher prevalence of underweight children (66.7%), while high SES families had more overweight and obese children. Those from high SES consumed more animal foods, fast foods, fresh fruits, and vegetables compared to medium and low SES groups. High school grades were predominantly achieved by high and medium SES students, with low SES students obtaining lower grades. Normal-weight students exhibited better school performance and self-esteem than overweight, obese, and underweight students. In conclusion, family SES significantly influenced the nutritional status, school performance, and self-esteem of children attending basic schools. Recommendations, to ensure students' well-being, ..

Social Media Addiction and Academic Performance of Social Studies Students in Upper Basic Schools in Delta State

This study examined social media addiction on the academic performance of Social Studies students in upper basic education in Delta State. The study adopted a correlational research design. The sample size comprised 381 Basic 9 students in Delta State, selected through a multistage sampling method. The instruments used to generate data for the study were questionnaire and student’s past results. The research questions were analysed using Pearson’s product moment correlation coefficient, while the hypotheses were tested using regression and Fisher-Z statistics at 0.05 level of significance. The findings of the study revealed that there is a significant relationship between social media addiction and academic performance; there is no significant influence of gender on the relationship between social media addiction and academic performance of Social Studies students; and that there is no significant influence of location on the relationship between social media addiction and academic performance of Social Studies students. The study recommended amongst many others, that the students should be advised to always use social media platforms to support their studies and for academic discussions.

THE ANALYSIS OF THE CONTENT OF THE GEOGRAPHY SCHOOL CURRICULUM FOR THE SECTION ‘COUNTRY STUDIES’ IN THE REPUBLIC OF KAZAKHSTAN

The concept of improving the content and structure of school geographic education was based on the following logic of building the subject: Earth Science—Country Studies (physical geography of continents and oceans)—Geography of the Republic of Kazakhstan—Geography of the World. The content of all geography courses in school was built on the basis of comprehensive country studies along with the scientific popularization of geographical knowledge available to basic school students. In the modern geography curriculum for 7–9 and 10–11 grades, the content of regional studies is of socio-economic and geopolitical nature. A feature of the curriculum is the emphasis of students on mathematical modeling, on research activities, it is proposed to introduce the use of previously acquired knowledge to achieve the students’ goals; new knowledge is closely related to previous and considered in terms of the information received; the complexity of the topic or subject increases with each repetition; the spiral educational program allows to move from simple ideas to more complex in a convenient way. The content of school geography also needs further integration of the content of physical and socio-economic geography in unified country studies courses. Comprehensive country studies create a reliable foundation for holistic geography and serve as the core of a comprehensive study of individual territories of the world. In connection with the change in modern curricula, the hours of the regional chapter have decreased and have gone through other changes. To improve country studies in Kazakhstan, a high-quality teaching method is used. Due to improvements in teaching country studies 300 teachers took part in an online Google questionnaire prepared by researchers. The received data was evaluated by SWOT analysis.