Primary School Students Research Articles

Establishment of Physical Strength Evaluation Findings on Slim School Age Children: Analysis of Fifth Grade Primary School Students

Hypotheses on physical strength and athletic ability in people with slim body types have yet to be clearly proven. Certainly, several studies have been reported, but none have gone beyond the realm of speculation. This is due to the fact that an amount of data needed to statistically ensure conclusions on the slim body type have not been established. In this study we carefully the examined physique, physical strength and athletic ability over time obtained in a large-scale study conducted over seven years (2013 to 2019) in the Kansai region of Japan, and obtained measurement results for fifth grade elementary school students and second year junior high school students. Specifically, we applied the wavelet interpolation model to the trends over time in mean values and standard deviations for height, physical strength, and athletic ability (grip strength, repeated side jumps, sit and reach, sit-ups, 50 m run, standing long jump, 20 m shuttle run, and softball throw) in fifth grade boys and girls. We then constructed span evaluation charts. The height, physical strength, and athletic ability of fifth grade boys and girls judged from an aging span evaluation chart for BMI devised by Fujii [1] was then applied to this evaluation chart. The result was that the evaluation of physical strength and athletic ability in slim fifth grade elementary school students derived in this study clearly indicated that these students somewhat below average in grip strength and softball throw, which has not been reported from previous estimates. We submit that a physical strength and athletic ability evaluation in fifth grade boys and girls in elementary school with a slim body type has been established in this study

Sociolinguistics of regional languages: An analysis of Javanese and Madurese usage among elementary school children in Jember, Indonesia

This study analyses the patterns of Javanese and Madurese language use among primary school children in Jember, Indonesia, where the two ethnic cultures meet. Using a descriptive qualitative approach, data were collected through observations, interviews and questionnaires on 50 primary school students, 6 teachers and 10 parents from three different schools. Results show a clear diglossia between Indonesian for education and the regional language (Javanese/Madurese) for informal interaction. Children code-switch between these languages flexibly depending on the social context. Families play an important role in the maintenance of regional languages, while schools and digital media such as YouTube tend to encourage the use of Indonesian. Although regional languages are still strong, national/global influences are increasingly driving the use of Indonesian, reflecting the tension between local identity and national/global demands that children face. This research provides insight into the sociolinguistic dynamics in a region with two dominant languages.

A Reading Comprehension Program for Primary School Students

A Reading Comprehension Program for Primary School Students

A study on the perceptions of Turkish primary school students regarding the environment, climate change, and sustainability

A study on the perceptions of Turkish primary school students regarding the environment, climate change, and sustainability

Teacher Guidance and On‐the‐Fly Scaffolding in Primary School Students' Inquiry Learning

ABSTRACTIn primary science education, inquiry‐based science instruction stands out as an optimal learning environment for fostering domain‐specific content and procedural knowledge. Recognizing the effectiveness of different forms of teacher guidance, there is an ongoing debate about the planning of high (structured inquiry) and low (guided inquiry) guidance and their optimal sequencing. This debate revolves around balancing the level of autonomy and the amount of conceptual information given to students. Furthermore, the complete understanding of the impact of responsive teaching, which encompasses a broad range of practices, including on‐the‐fly scaffolding such as Promoting Participation, Focusing, and Problematizing, remains elusive. To address this gap, this study examines the relationship between planned teacher guidance and specific instances of responsive teaching, particularly on‐the‐fly scaffolding in the inquiry‐based science classroom. A pre‐posttest design was employed, involving 164 primary school students (M = 9.9 years, SD = 0.66, 57% female) and one female experimenter. Domain‐specific content knowledge contained science concepts of thermal insulation, whereas procedural knowledge comprised the application of the control‐of‐variables strategy. The sequential order of planned teacher guidance, structured inquiry, and guided inquiry, was systematically varied, and the experimenter was allowed to provide spontaneous on‐the‐fly scaffolding. The study assesses the influence of planned teacher guidance and specific instances of responsive teaching, particularly on‐the‐fly scaffolding on students' conceptual and procedural knowledge. Results indicate no differential learning effects based on the order of planned guidance. However, when planned guided inquiry was provided second, the teacher gave less on‐the‐fly scaffolding. Additionally, Problematizing had a positive effect, while Focusing had a negative effect on students' procedural knowledge learning.

Identifying Variations in Motor Fitness Components among Upper Primary and Secondary School Male Students

Background. Motor fitness helps students develop academically and socially. The students are more engaged in fitness activities with classmates of similar skills. Therefore, motor fitness programs should address kids’ capacity to increase physical activity. Objectives. The study aimed to ascertain variations in upper primary and secondary school male students with respect to selected motor fitness components, i.e. strength (standing broad jump), speed (50-meter sprint) and endurance (800-meter run). Materials and methods. A total of 150 male students, aged 12 to 16, from five schools in Delhi, India, participated in this study. The students were divided into five groups, each consisting of 30 students from both private and government schools. The study assessed three motor fitness components: strength (measured by the standing broad jump), speed (measured by a 50-meter sprint), and cardiovascular endurance (measured by an 800-meter run). The one-way ANOVA was used to identify significant differences among the groups, with post hoc LSD tests performed for pairwise comparisons. A significance level of p < 0.05 was applied to all analyses. Results. The analysis revealed statistically significant differences among the groups in all three motor fitness components: speed (F(4,145) = 27.07, p < 0.05), strength (F(4,145) = 16.93, p < 0.05), and cardiovascular endurance (F(4,145) = 75.46, p < 0.05). Post hoc analysis using the LSD test further indicated that students in each group differed significantly in strength, speed, and cardiovascular endurance when compared to one another. Conclusions. The study concludes that male students in grades nine and ten demonstrate significantly higher levels of strength, speed, and cardiovascular endurance compared to students in grades six, seven, and eight. Therefore, motor fitness programs targeting these components should be tailored differently for upper primary and secondary school students to address their distinct developmental needs.

A Development of English for Communication Skills of Primary Students Using Jeopardy Game

Background and Aims: The purposes of this study were to; 1) examine the results of using the Jeopardy Game to enhance English communication skills in all Thai primary-school learners, and 2) to determine the learners’ satisfaction after learning English for communication by using the Jeopardy Game. Methodology: This study employed both quantitative and qualitative methods for collecting data, which were then analyzed statistically for the results. The samples of this study were twenty-six primary school students learning in grades 4-6, who learned English for communication with the Jeopardy Game for a certain range of assigned time. The instruments included a set of appareled pre-tests and post-tests, a questionnaire, and classroom observation. The data of the pre and post-test and questionnaire were collected, and the dependent t-test, the mean, and standard deviation were used to analyze the quantitative data such as the test and questionnaire and the content analysis was used for the interview as the qualitative data. Result: The data analysis, indicated that the mean score attained by the participants in the post-speaking test significantly surpassed the mean score attained in the pre-test. Additionally, it demonstrated that the learners enjoyed playing the game the most. Secondly, the learners required higher difficulty-level gaming activities used in the classroom. Thirdly, the learners were encouraged to speak English well. After the learners had learned English by playing the Jeopardy Game, their attitude toward learning English improved to a highly satisfactory level in terms of encouragement, attention, and fear reduction. It also showed that the learners obtained positive attitudes at high percentages, which are desirable factors of effective learning. Conclusion: The findings indicated that the Jeopardy Game had a positive effect on English learners. The game opened up the opportunity for the learners to speak English in meaningful conversations and situations, which made them speak English with less fear and learn unintentionally throughout the gameplay focusing on the eagerness and desire to win the game. However, continuity of learning English with fun games in the classroom should be undertaken in a variety of topics and skills.

Analysis of the Behavior of Primary School Students with CES during Physical Education Lessons

In Romania from 2021, any child, regardless of health status, has the right to enroll in any school unit in the area where they are located. We make it clear that until now these children attended special schools. The study highlights, through the intentional recording of behavior, the manifestations of students with CES during physical education classes that were the basis for the formulation of action recommendations. The analysis finds its usefulness by informing future physical education teachers about situations for which they were not prepared.

Systematic Review Literature: The Issue of Illiteracy among Primary School Students

Systematic Review Literature: The Issue of Illiteracy among Primary School Students

Primary School Students’ Relations to Physical Education in Northern Norway: Why Do Some Find the Subject Problematic?

A global discourse surrounding physical education (PE) is shifting towards a stronger emphasis on inclusive practises, but research shows that some students still find the subject problematic. This study explores the relationship between students’ dread of physical education (PE) and overall school satisfaction among sixth graders in Tromsø Municipality, Norway, and identifies factors that might explain this relationship. Data were collected from 338 sixth-grade students, with an 85.5% response rate. In this study, we investigate through quantitative analyses whether there is a correlation between students dreading PE and their overall school satisfaction. We find a relatively low correlation between these factors, indicating that dreading PE may be related to factors beyond general school satisfaction. Three significant predictors of students’ apprehension towards PE were identified: self-confidence and self-esteem, discomfort in changing into gym clothes in communal locker rooms, and reluctance to collaborate indiscriminately with peers. These factors could indicate a performance-oriented climate, which contrasts with the mastery-oriented approach emphasised in the national curriculum. The findings highlight the need for PE to be taught in a way that aligns more closely with the curriculum. This study suggests that addressing these issues requires educators who are formally trained to foster a supportive and motivating environment and calls for further research into the translation of curriculum objectives into teaching practises.

Research on the Impact of Parenting Styles on Internet Addiction in Primary School Students

Abstract: With the rapid development of mobile phones and smartwatches, many primary school students have become increasingly dependent on the internet, to the extent that it affects their normal lives. Parental upbringing significantly influences children's behavior, as a warm family environment can reduce internet dependency, while an overly strict and highly controlling one can increase the amount of time primary school students spend on the internet. This study investigated the impact of parenting styles on Internet addiction in adolescents. The sample comprised 71 elementary school students, including 34 females and 37 males. A personal information form, "The Revised Chinese Internet Addiction Scale (CIAS-R)," and "The 21-item Chinese version of the s-EMBU" were used in the data gathering process. Regression analysis, simple correlation, F-test, and t-test methods were applied in data analysis. According to the findings, internet addiction is favorably connected with perceived poor parenting styles and negatively correlated with perceived positive parenting styles. Furthermore, there are gender differences in the prevalence of internet addiction among teenagers, with male teens being more likely than female teens to experience problematic online addiction.

Assessing the impact of a video literacy program on emotional intelligence and resilience to extremism in primary school children

This research aimed to enhance emotional awareness and engender empathy among primary school students in Pakistan through education, ultimately fostering emotional regulation and preventing disruptive behaviors. While emotional intelligence (EI) is increasingly recognized as a vital component in counter-terrorism efforts, it is seldom emphasized by young primary school students. Research suggests that educational programs based on videos and cartoons can help children retain information effectively over time. Therefore, an educational program was designed around a video/animated cartoon series focusing on EI themes of developing empathy and emotional awareness. This program included teaching aids, worksheets, and activity-based learning. It was conducted using a mixed methods approach within a quasi-experimental design in two primary schools in Pakistan’s Rawalpindi/Islamabad region. Pre- and post-test assessments revealed that students initially lacked awareness of core EI concepts and had limited prior knowledge of empathy. However, significant improvements were observed in their post-test scores across all EI-related areas. The findings suggest that incorporating EI training into school curricula could help nurture emotional resilience and mitigate extremist tendencies among children in the future.

Prevalence and risk factors of vitamin D deficiency among Afghan primary school children

Vitamin D deficiency is common in many societies and causes rickets and non-skeletal disorders in children. There are no published data on vitamin D deficiency in Afghanistan. We, therefore, investigated the prevalence and associated factors of vitamin D deficiency in Afghan school children in Kandahar City, Afghanistan. This cross-sectional analytical study was conducted from September 2022 to April 2023 in 510 primary school students aged 6–15 years from six randomly selected schools. Data were analyzed by using descriptive statistics, Chi-square test, and multivariate logistic regression. Of the 510 enrolled children, 54.3% were boys and 91.8% were poor. The mean serum 25(OH)D concentration was 9.3 ng/mL. Vitamin D deficiency (< 20 ng/mL) was detected in 436/510 (85.5%) children that was severe in 267/510 (52.4%). By logistic regression analysis, independent factors for vitamin D deficiency were: (i) older age group 11–15 vs. 6 − 10 years, adjusted odds ratio (AOR) 2.8 (95% confidence interval 1.2–6.2), (ii) poverty AOR 2.0 (1.0–4.3), (iii) not doing outdoor physical activity AOR 4.8 (2.8–8.1), and (iv) daily sunlight exposure < 60 min AOR 2.2 (1.3–3.7). Although Kandahar is very sunny throughout the year, vitamin D deficiency is highly prevalent among school boys and girls, placing them at great risk of vitamin D-deficient rickets. More work is needed to define the country-wide prevalence of vitamin D deficiency to inform robust strategies of vitamin D supplementation, the provision of vitamin D-fortified food to the school children in Kandahar City and health education programs that can be conducted with the help of international organizations.

Primary School Students' Views on Artificial Intelligence

The aim of this study is to examine primary school students' views on artificial intelligence. Phenomenology design, one of the qualitative research methods, was used in the study. The study was conducted with 25 fourth grade students. The participants of the study were determined using the criterion sampling method, one of the purposeful sampling methods. The data were collected using a structured interview form and content analysis technique was applied to analyze the data. The results of the study showed that primary school students generally associate AI with technology, science, education, art and daily life. Students define artificial intelligence as human-designed robots and tools that provide information and help in every field. Stating that artificial intelligence has both positive and negative effects, the students emphasized knowledge acquisition and increasing creativity among the positive effects, while they expressed health problems, ethical and privacy concerns among the negative effects. They also stated that the use of AI in the classroom supports learning and development but can create reliability and ethical issues. It is recommended to conduct studies evaluating the long-term effects of artificial intelligence and to better understand the perceptions of artificial intelligence of students in different age groups.

Decoding Motor Skills: Video Analysis Unveils Age-Specific Patterns in Childhood and Adolescent Movement

Motor skill development is crucial in human growth, evolving with the maturation of the nervous and musculoskeletal systems. Quantifying these skills, especially coordinative abilities, remains challenging. This study aimed to assess the performance of five motor tasks in children and adolescents using high-speed video analysis, providing data for movement and health professionals. Seventy-two volunteers were divided into three age groups: 27 first-grade primary school students (19 males and 8 females, aged 6.5 ± 0.5 years), 35 fourth-grade primary school students (16 males and 19 females, aged 9.2 ± 0.4 years), and 28 s-year middle school students (16 males and 12 females, aged 13.0 ± 0.3 years). Participants performed five motor tasks: standing long jump, running long jump, stationary ball throw, running ball throw, and sprint running. Each task was recorded at 120 frames per second and analyzed using specialized software to measure linear and angular kinematic parameters. Quantitative measurements were taken in the sagittal plane, while qualitative observations were made using a dichotomous approach. Statistical analysis was performed using the Kruskal–Wallis and Mann–Whitney tests with Bonferroni correction. Significant differences were observed across age groups in various parameters. In the standing long jump, older participants exhibited a longer time between initial movement and maximum loading. The running long jump revealed differences in the take-off angle, with fourth-grade students performing the best. Ball-throwing tests indicated improvements in the release angle with age, particularly in females. Sprint running demonstrated the expected improvements in time and stride length with age. Gender differences were notable in fourth-grade students during the running long jump, with females showing greater knee flexion, while males achieved better take-off angles. Video analysis effectively identified age-related and gender-specific differences in motor skill performance. The main differences were measured between first-grade primary school and second-year middle school students while gender differences were limited to all age groups. This method provides valuable insights into motor development trajectories and can be used by professionals to objectively assess and monitor the technical aspects of motor skills across different age groups.

Pathways from bullying victimisation to problematic media use in primary school students: do depression and teacher–child relationships matter?

ABSTRACT Previous studies have shown that bullying victimisation is a significant risk factor for problematic media use. However, little is known about the underlying mechanisms involved in this link. This study aimed to examine the association between bullying victimisation and problematic media use among primary school students, as well as the mediating effect of depression and the moderating effect of teacher–student relationships on this association. A total of 341 participants (10.73 ± 0.68 years) from a Chinese primary school completed the structured questionnaire with respect to the study variables. The results showed that depression mediated the association between bullying victimisation and problematic media use and that teacher–student relationships moderated the second stage (depression to problematic media use) of the mediation model. The simple slope analysis indicated that the association between depression and problematic media use was not significant when the relationship between teachers and students was high (bsimple = 0.03, t = 0.30, p > 0.05). As students perceived low levels of relationships with teachers, depression had a significant effect on problematic media use (bsimple = 0.32, t = 3.34, p < 0.01). These findings can provide empirical support for formulating problematic media use intervention measures based on the bullying victimisation experience as well as the important role of depression and teacher–child relationships.

Students' Difficulties in Spelling Vowels: Case Study

This paper aims to reflect the difficulties students have in spelling the vowels of the Albanian language. The unified spelling of a language, in our case the Albanian language, is an expression of the crystallization of the national literary norm in all the main links of the phonetic, grammatical, word-forming and lexical structure. It reflects the current state and general trends of the development of our literary language. Given that the basic principle of Albanian spelling is the phonetic principle and seeing the constant spelling errors of Albanian speakers in the use of vowels, we conducted research with primary school students in rural areas, to see the most common errors frequency in vowel spelling. Our goal was to see the differences between students whose parents have primary education and those with higher education. Through this research we have also seen the reasons that lead to the impossibility of writing correctly and how the vowels should be written in different words. Our hypothesis is that children of parents with primary education make more mistakes in vowel spelling than children of parents with high education. We have conducted the research through the theoretical, comparative method, distribution of questionnaires and data analysis. The results have shown that parents' education does not affect children's knowledge of spelling. Received: 27 August 2024 / Accepted: 28 October 2024 / Published: 05 November 2024

A Study to Assess the Effectiveness of Structured Teaching Programme on Knowledge regarding Oral Hygiene among Primary School Students at selected Schools of District Mandi (HP)

A Study to Assess the Effectiveness of Structured Teaching Programme on Knowledge regarding Oral Hygiene among Primary School Students at selected Schools of District Mandi (HP)

Life Satisfaction Among Adolescents: Validation of the Adapted Multidimensional Students’ Life Satisfaction Scale

Life satisfaction is associated with adolescents’ adaptability, academic achievement, and mental health, and it reflects the profile of a country’s economic development. In this study, we assessed the psychometric properties of the Russian version of the Multidimensional Students’ Life Satisfaction Scale (MSLSS). The initial adaptation of the MSLSS was performed using a sample of primary school students. Validation on a sample of early-to-middle adolescents is necessary to assess its reliability and validity for this age group. The sample comprised 2826 adolescents between ages 10 and 16 (Mage = 12.6, SD = 1.2, 41.3% girls) who completed the Russian version of the MSLSS assessing their perceived life satisfaction across five scales. While the five-factor structure of the MSLSS was confirmed, the psychometric analysis indicated that the statements function more effectively measured life satisfaction as a singular one-factor construct. We also observed a significant age-related decline in overall life satisfaction and satisfaction with family, self, school, friends, and teachers. Boys reported significantly lower satisfaction with school compared to girls. This study confirms the validity and reliability of the Russian version of the MSLSS, thereby augmenting its general applicability. Furthermore, we replicated previously reported age and gender differences in life satisfaction among early-to-middle adolescents.

MODERN FORMS AND METHODS OF AESTHETIC EDUCATION OF PRIMARY SCHOOL STUDENTS IN THE PEOPLE’S REPUBLIC OF CHINA

With the deepening of the reform of China’s general education system and the popularisation of information technology, computer music software has become an essential component of music education in primary schools. The purpose of the article is to theoretically study modern forms and methods of aesthetic education of primary school students. The problems existing in general music education in China at the present stage are analysed, the important role of computer software in music lessons is explained, and ways and means of integrating information technology into the process of aesthetic education of schoolchildren are proposed.