Primary School Students Research Articles

About ways to form digital literacy of students in primary school

The article examines the tasks of primary general education in the light of the state-set goal of digital transformation of society. According to decisions adopted at the state level, by 2030 it is expected to achieve "digital maturity" of key sectors of the economy and social sphere, including education. In this regard, significant efforts are being made to create electronic educational resources and services. However, research shows that a full-fledged digital transformation of education is impossible without due attention to the formation of digital literacy of students already in primary school. The article analyzes the experience of developing digital literacy in primary schools in Russia and abroad, shows the need to introduce a course in informatics or digital literacy in primary schools for the successful use of created digital educational materials and services at all levels of education.

Autonomous learning patterns of students with special needs in quantum learning using flipbook media at Indonesia

Autonomous learning referred to students’ ways and processes to develop their learning skill independently and take responsibility of it. Autonomous learning encouraged students to have active responsibility in their learning process, develop their metacognitive skill, and be more independent and proactive learners. This study aimed to investigate autonomous learning pattern of students with special needs in quantum learning using flipbook media. This was qualitative research in form of case study. The participants were primary school students at Bojonegoro Regency, Tuban Regency, and Cepu Regency. Those regencies covered various students’ backgrounds and special needs. From all participants, five students were selected specifically. They were selected because they showed characteristics of autonomous learning skill that could be easily identified. Data was collected using observation and in-depth interview. Technique in analyzing data was thematic analysis technique. Data was validated using member checking. Result of study showed that students with special needs who utilized flipbook media in quantum learning tend to be more independent in setting learning goals, managing learning process, taking initiative, completing assignments, and conducting self-reflection to their progress. It could be concluded that quantum learning using flipbook media could be effectively create five patterns of autonomous learning for students with special needs at Indonesia.

On the right track: decoding self-regulated learning in young students’ log data with the digital train track task

Assessing self-regulated learning (SRL)—the interplay between monitoring and control behavior—remains challenging, particularly in young learners. The unobtrusive assessment with log data to investigate SRL offers a promising method to deepen the understanding of the SRL process of young students. Despite the significant potential of log data to enhance the measurement of SRL, recent research encounters new challenges of operationalization, transparency, generalizability, validity, and reproducibility. This study introduces an innovative instrument, the digital train track task (TTT), for assessing SRL with log data in young learners, focusing on monitoring and controlling behavior. Log data of 85 primary school students (second to fifth grades, aged 7–13 years) performing one simple and one complex TTT were analyzed. As a novel method, finite state machines (FSM) were applied to extract SRL-related actions and states from the log data. To evaluate and explore the potential of the digital TTT, monitoring, and control behavior during simple and complex tasks were compared, employing frequency-based statistical analysis and transition graphs. Additionally, the log data were multimethodically linked with think-aloud data. The results revealed differences in monitoring and control behavior during the simple and the complex tasks regarding frequency, duration, and transitions between the SRL-related states. Extracted SRL-related states from log data and corresponding think-aloud data showed significant correlations. Adding to the growing body of log data research, this study offers an innovative task to validly assess the metacognitive self-regulation processes of young learners during problem-solving. The transparent, theory-based operationalization of SRL in this study, taking into account recent demands for SRL log data research, allows better reproducibility and transfer and adds to the generalizability of findings from SRL log data research.

Investigating the Influence of Animation on the Iraqi Muslim Children in Iraq (Doctrinal, Social, Ethical, Academic Sides)

This study is to investigate the nature of animation's effect in doctrinal, social, ethical and academic sides as well as the views of Iraqi Muslim students, teachers and parents toward its influence. In this study, three hypotheses have been developed. A questionnaire has been formed and will be given to the chosen sample of two hundred Baghdad primary school students in the academic year 2023–2024 as well as teachers and parents in order to accomplish the objectives. The results show that parents and children both agree that animations have a negative effects on children's development. It is recommended that parents intentionally try to notice the animations their children are viewing to make sure it is suitable for their age and Islamic believes.

Modifying Primary School Students' Ideas about Heatwaves in Urban Design Through the ''HEATWAVE CITY'' Online Game

Modifying Primary School Students' Ideas about Heatwaves in Urban Design Through the ''HEATWAVE CITY'' Online Game

Primary Education’s Stakeholders Behavioural Intention to use Prospective Game-based Learning for Waste Awareness

Despite some efforts to design games to raise primary school students’ awareness of the waste problems, there is a lack of research studying the directly involved stakeholder’s behavioural intention to use the games. Prior studies have explored the users’ games acceptance of the games that have already been developed. However, we believe that understanding the user’s acceptance from the beginning of the game design process is also crucial. This research investigates the factors that influence the behavioural intention to use prospective game-based learning (GBL) for waste awareness among primary school parents, teachers, and students. An online survey based on the UTAUT 2 was distributed to each stakeholder, supplemented by a video demonstrating an Augmented Reality-based mobile game interaction scenario. The sample of participants included 135 parents, 47 teachers, and 129 primary school students from Malang, Indonesia. The internal consistency of game acceptance from the surveys was evaluated through Kruskall Wallis. Results show that Effort Expectancy is the factor with the highest acceptance value while Facilitating Condition has the lowest value. The three stakeholders argued that the prospective GBL seems easy to play and learn, but in contradiction, the adults are concerned that they cannot assist in teaching how to use the game and cannot provide the necessary technology. The cultural background seems to influence user game acceptance. Indonesians are known to be quite open to new technologies like GBL, although the facilitation condition might be low. Furthermore, there are some significant differences between the student-parent and student-teacher groups, but not in the parent-teacher group. Findings indicated that Indonesian teachers are more ready to adopt GBL than students and their parents. By understanding the perceptions and attitudes of these groups, educators and researchers can develop strategies to address any concerns or doubts they may have and promote the benefits of GBL.

The Impact of Distance Learning During the Corona Pandemic on the Mental Health of Primary School Students

This paper investigates the impact of distance learning, within the context of the COVID-19 pandemic, on the mental health of primary school students, as perceived by their parents. The critical factors examined in this paper include the use of technology, the lack of physical interaction between the students and the teachers, and whether adequate psychological support was provided to the students from school. It wants to explain how such variables influenced the emotional life of students, whether they developed anxiety or stress, had behavioral changes, or had much change in social interactions. A sample of 150 parents whose students were at the primary level of education and attended distance learning classes during the pandemic took part in the data collection. The structured questionnaire would be prepared to assess the parents' perception of their children's mental health. The items would range from a 3-point Likert scale addressing mental health and wellbeing, the influence of technology, and school support. The results of the present study indicated that, from the perspective of their parents, primary school students have been considerably affected mentally as a consequence of distance learning. The highest mean, 2.26, refers to increased anxiety and stress, which is very strong. Changes in behavior were moderate, as reflected by the mean of 2.11, and so was its impact on sleep at 2.01. With the advent of technology, stress levels went up, as shown by the strong correlation of 0.66, while technology influencing independent learning was negatively correlated at -0.46. Not having physical interaction with others greatly affected the mental health status of the students, as depicted by the mean of 2.31 and significant results in introversion: F-statistic 7.06 and p-value 0.0006. Moreover, more than 53% of parents felt that psychological support from schools needed to be increased, and 60.1% needed more recommendations for helping their children cope with the psychological burden of transitioning to remote learning.

How parenting styles affect the development of language skills and reading comprehension in primary school students.

This study examined how parenting styles influence children's language skills and reading comprehension. Six hundred and eighty-five Chinese-speaking third graders (Mage = 9.23 years, SD = .66; 341 girls) were randomly recruited from eight primary schools. We measured students' primary caregivers' parenting styles, parental education, family income, migration status, number of children's extracurricular books in the home and family cohesion at Wave 1 (i.e. grade 3). We also assessed students' reading motivation, language skills (i.e. vocabulary knowledge and syntactic awareness) and reading comprehension at Wave 2 (i.e. grade 4). The structural equation model analysis revealed that parenting styles indirectly affect language and reading comprehension development, with authoritative and authoritarian parenting exerting different influences on the two outcomes. Specifically, authoritative parenting was positively related to the number of children's books, which in turn was directly, or indirectly through reading motivation, associated with children's language skills and reading comprehension. In contrast, authoritarian parenting was negatively related to family cohesion, which was associated with children's reading motivation, and consequently, their language skills and reading comprehension. The multigroup analysis showed that the indirect pathways varied slightly across parental migration statuses. These findings enhance the global understanding of the pathways linking parenting styles to children's language skills and reading comprehension, suggesting that educators and researchers should not overly emphasize the direct role of parenting styles in children's academic performance.

Ai] Explore!: An Educational Game for Developing Programming Skills and Algorithmic Thinking

The game [ai] explore! was developed to introduce the algorithm behind the popular science exhibition. The idea behind the [ai] explore! exhibition was to show the application of mathematics and computer science in solving real engineering problems by creating the exhibit using the mathematical algorithm Heat Equation Driven Area Coverage (HEDAC). The algorithm is based on scientific research and has many applications: exploration and search in unknown space, painting, planning agricultural spraying, scanning 3D objects, etc. The exhibits show the process by which the algorithm paints objects with a virtual brush and explores their shape. By surveying the high school students, it was shown that new mathematical and engineering results can be explained and turned into a playable game. After playing the game, students respond positively to the game presented and state that they have a good understanding of the HEDAC algorithm presented and how it works. This motivated us to investigate [ai] explore! as an educational game for teaching mathematics and computer science. The aim of the research described in this paper is to investigate the potential of the developed game as an educational game. The game-based learning (GBL) approach is increasingly used to increase student motivation and engagement in STEM lessons. The main research question is: How do primary school teachers and students perceive the usefulness of the game [ai] explore! in supporting teaching and learning of computer science concepts? We have developed and implemented teaching scenarios on how the game [ai] explore! can be used as an educational game in computer science lessons. We show that the game has great potential to teach primary school students programming. In addition, the game promotes algorithmic thinking and computational thinking skills in general, which are valuable not only in computer science but also in other fields such as mathematics, where a systematic and analytical approach to problem-solving is required.

What animals live there? Exploring the factors influencing primary school children’s awareness of native and exotic fauna

ABSTRACT Education can help combat the current biodiversity crisis, particularly in Western societies where citizens often lack knowledge about biodiversity. This study investigates the factors affecting the low awareness of native species. Primary school students (ages 6–12; n = 960) from northern Spain were shown a photograph from a local temperate forest and another from an exotic African savannah, and were asked to mention what animals they thought might live there. Listings for the exotic biome were overall longer, included more animals correctly belonging to the biome in the picture, and displayed a finer taxonomic resolution level. Children mentioned TV, internet and books as the main sources of information regarding exotic fauna, whereas the most chosen source for local fauna was their families. Both interest in nature and in animals were positively related to greater knowledge about fauna, especially from the exotic biome, which was also linked to students’ educational level. It was also found that the smaller the student’s hometown, the greater their knowledge about local fauna. The implications of the results for the education community as well as for traditional and online media are discussed, and some educational strategies, adjusted to children’s current cultural context, are proposed.

Relationship between Parenting Style and Peer Relationships during Early Adolescence: The Mediating Role of Parental Mentalizing

Although previous research has suggested that parenting style affects children’s peer relationships, the influential mechanism remains a subject of debate. We propose that parental mentalizing plays a crucial role in parenting style and peer relationships. Therefore, this study aimed to explore the relationships between family parenting styles, parental mentalizing, and peer relationships during early adolescence. In this study, 379 primary school students (Mean age = 12.17 years, SD = 0.92) and their parents were assessed using the Family Parenting Style Scale, Peer Relationship Satisfaction Scale, and a distorted mentalizing task. The results showed a mediating effect of parental mentalizing between parenting style and peer relationships. For fathers, a favorable parenting style affects children’s peer relationships through mentalizing. Among mothers, interference, protection, and punishment affect their children’s peer relationships through mentalizing. In conclusion, parenting style affects peer relationships through parental mentalizing. Fathers’/mothers’ parenting style and parental mentalizing affect their children’s peer relationships differently.

AN ASSESSMENT OF THE PARENTAL INVOLVEMENT CONTRIBUTION ON THE PRIMARY SCHOOLS’ ACADEMIC PERFORMANCE IN TANZANIA

Parental involvement is very important in student’s learning and academic progress in primary schools. However, the combined impact of various factors, including poverty, illiteracy in some families, lack of time, language, and lack of knowledge about the curriculum, especially among the parents, makes their effective involvement in their children’s education challenging. This study utilized the social capital theory developed by Pierre Bourdieu and the community participation theory by Sherry Arnstein to have a clear understanding of the study. The combination of the two theories provided an understanding of parental involvement in primary school education in the study area. The study employed a descriptive research design that used both qualitative and quantitative approaches. The targeted population consisted of public primary school students, teachers, head teachers, ward education officers, and school-going students' parents. Questionnaires, interview guides and documentary reviews were used to collect information about parental involvement in public primary schools. Qualitative data was analyzed mainly through thematic analysis, and SPSS software was used to analyze the quantitative data. Simple statistics have been presented in tables and figures to depict the frequencies, percentages and means in relation to the findings of the study. The study found that parental involvement contributes much to the lives of schools. Without it, it could be hard to run the school’s activities. This is because the schools are better managed through the collective efforts of both teachers and parents, as well as other educational stakeholders in the community. Therefore, the government should educate parents about the necessity of their involvement in schools so as to be ready to take responsibility for supporting their children in different ways.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0704/a.php" alt="Hit counter" /></p>

Vision impairment in school students: Results of a school-based study in Qatar

Background: Pediatric vision impairment (VI) has profound implications for a child's development, intellectual skills, and quality of life. The aim of this study was to assess the prevalence of VI among primary and preparatory school students in Qatar. Methods: A school-based cross-sectional study was conducted among students in grades 1, 3, 5, 7, and 9 in Qatar. School nurses conducted visual acuity (VA) measurement using a Snellen chart placed 6 meters away, with an E symbol, in which the 6/6 line is the standard for normal vision. Each student's information was recorded in their electronic health records (government schools, GSs) or in Excel sheets (private schools, PSs). Results: Three hundred and thirty schools participated in this survey, with 99,379 students divided into 45,670 from GSs and 53,709 from PSs. The prevalence of abnormal VA among students was 10.4% in GSs and 12.6% in PSs. There was no significant association between VI and gender or nationality, although VI was higher in grades 5, 7, and 9 but not statistically significant. Furthermore, the proportion of visually impaired students diagnosed with refractive errors and wearing glasses or contact lenses during vision measurement was 14.7% in GSs and 27% in PSs. Conclusion: The study provides comprehensive and baseline data on VI among the school children of Qatar. The vision screening helped in the early detection of VI in one-tenth of the affected students. However, urgent interventions are needed to enhance screening strategies for future studies on the causes of VI.

Which Variables Better Predict Phonemic Awareness of First Grade Primary School Students?

The purpose of the research was to discover which variables better predict phonemic awareness. Socioeconomic status (SES), quality of parent-child interaction (PCI), screen time (DST), visual-spatial ability (VSA), and mathematical reasoning (MR) were included as independent variables in the model, while phonemic awareness (PA) was the dependent (outcome) variable. The research was designed as correlational research. A total of 556 first grade primary school students were recruited into the research sample upon approval by their parents. In the analytic procedures, supervised machine learning was adopted and data were analyzed through classification and regression trees (CART) by using rprart, rpart.plot, tidyverse, dplyr, ggplot2, and corrplot packages in R. Results of data analysis indicate that MR, PCI, and VSA can predict PA, while SES and DST are not predictors. Findings of the research were discussed along with intelligence theories and practical implications were noted for teachers and researchers.

Effects of Smart Classroom on Students' Learning Outcomes

This meta-analysis examines the influence of smart classrooms on students' learning outcome, synthesizing findings from 21 empirical studies. The results indicate a significant overall effect size (SMD = 1.10), suggesting that smart classrooms positively affect learning outcomes more than traditional settings. Cognitive development (SMD = 1.014) and behavioral development (SMD = 2.155) saw the most substantial impacts, while the effect on emotional development was minimal (SMD = -0.001). Moderator analyses revealed that primary school students benefited most, and STEM subjects showed greater improvement. Larger class sizes and specific teaching strategies, such as Problem-Based Learning, were associated with better outcomes. Despite the positive findings, limitations include study exclusions due to lacking statistical data and variability in smart classroom definitions and implementations. The study highlights the potential of smart classrooms to enhance educational experiences and calls for further research to optimize their use.

The relationship between visual health and influencing factors among primary and secondary school students: a survey based in the Ningxia Hui Autonomous Region of China.

The myopia rate of young people around the world, especially in China, has continued to rise, and the vision health of primary and secondary school students has gradually become a global concern. It was to explore the current characteristics of vision status and their intrinsic links to influencing factors of the Ningxia Hui Autonomous Region primary and secondary school students under regional characteristics. 1,670 primary and secondary school students in Ningxia Hui Autonomous Region were surveyed using Vision examination, International Physical Activity Scale, Lifestyle Behavior Scale. The data were analyzed using SPSS 25.0 and AMOS 23.0. The prevalence of myopia among primary and secondary school students in the Ningxia Hui Autonomous Region was 27.3%, with rates of 31.5% for girls and 23.4% for boys. There was a significant negative correlation between lifestyle behaviors (r = -0.36, p < 0.01) and physical activity level (r = -0.06, p < 0.05) with vision status. The physical activity level played a significant masking effect between lifestyle behaviors and vision status (a*b = 0.002, c' = -0.044). Gender moderated the effects of lifestyle behaviors on physical activity level and vision status, as well as the effects of physical activity level on vision status. These factors constituted a mixed model with mediating and moderation. The model fitted well (RMSEA = 0.028, CFI = 0.951, NFI = 0.918). The prevalence of myopia among primary and secondary school students in this region is lower than the national average in China, and it is associated with lifestyle behaviors, physical activity level, and gender. When effectively controlled, the physical activity level significantly will reduce the prevalence of myopia as a masking variable. Gender, as a moderating variable, provides theoretical support for the classification and prevention of myopia. Regional surveys enriched the global database on adolescent myopia research, revealing the characteristics and common factors of visual problems in adolescents. Relevant departments and schools should integrate eye care into the national health security system, implement policies related to myopia prevention and control and safeguard the visual health of primary and secondary school students.

Primary school students’ ratings of teaching – do they differentiate between subjects and teachers?

ABSTRACT Our study aims to provide empirical evidence for and against the valid use of primary school students’ ratings of three generic dimensions of teaching quality (classroom management, supportive climate, cognitive activation). We examine whether students discriminate between corresponding dimensions in different subjects, taking into account whether these subjects are taught by the same or different teachers. Using data from the German Trends in International Mathematics and Science Study 2015 assessment of 3,853 fourth graders (M age = 8.8 years, 195 classes), we conduct multilevel-multigroup confirmatory factor analysis. The results suggest that students only differentiate between subjects when taught by different teachers. The findings also imply that valid inferences from student assessments may be affected by students’ experiences with multiple teachers.

The Status of Food and Nutrition Literacy and its determinants among Elementary School students in Egypt: community nursing-led design

AimTo assess food and nutrition literacy status and its determinants among elementary school students in El-Beheira Governorate, Egypt.BackgroundDeveloping strategies to enhance food and nutrition literacy necessitates a deeper understanding of the food and nutrition literacy situation among elementary school students and associated factors.DesignA cross-sectional descriptive research design was adopted.MethodsA final sample of 400 primary school students (aged 6–12 years) at Itay El Barud public elementary schools in El-Beheira Governorate were administered (1) a socio-demographic characteristics and anthropometric measurements questionnaire developed by the researchers, and (2) the Food and Nutrition Literacy Scale. The derived data were analyzed using descriptive and non-parametric tests.ResultsThe majority (61%) of students had low food and nutrition literacy scores. The results have shown that overall socio-demographic variables were significant in predicting understanding food and nutrition information, nutritional health knowledge, interactive functional and nutritional literacy, critical food and nutritional literacy, and food labeling.ConclusionThe study reveals that elementary school students in Egypt have poor knowledge and skills in food and nutrition literacy, largely due to a lack of nutrition education and family awareness. Factors like residential location, income, and education level also contribute to this disparity.Implications for the professionTo improve nutrition literacy among students, a nursing approach involving community stakeholders and school nurses is recommended. This includes integrating nutrition-related topics into the school curriculum, organizing workshops, and conducting age-appropriate health education sessions. Active engagement between community health and school nurses is crucial for raising awareness about healthy nutritional choices.ImpactThese findings hold an important impact on the education system and those designing curricula, emphasizing the need for significant incorporation of knowledge and skills related to food and nutrition within schools.Reporting methodCompliance with the STROBE checklist for cross-sectional studies was maintained throughout the research.Patient or public contributionNo Patient or Public Contribution.

THE USAGE OF PAIR WORDS IN RUSSIAN LANGAUAGE

The method of teaching Russian language begins to teach language to students in primary school. The first method of teaching Russian language is practicing technique. Psychological and pedagogical laws of the learning process are like the needs of the society. At the beginning of these needs are communication tools. The communication tools define the ways of teaching Russian to students according to their language characteristics. The method of teaching Russian language consists of the literary parts of the language skills of students, the concepts of grammar, the change of language system over time (assimilation) and other parts of language science. Methodology; pedagogy, psychology and philosophy at the intersection of disciplines. These disciplines have a common interest.

EFFECTIVE TEACHING METHODS

The method of teaching Russian language begins to teach language to students in primary school. The first method of teaching Russian language is practicing technique. Psychological and pedagogical laws of the learning process are like the needs of the society. At the beginning of these needs are communication tools. The communication tools define the ways of teaching Russian to students according to their language characteristics. The method of teaching Russian language consists of the literary parts of the language skills of students, the concepts of grammar, the change of language system over time (assimilation) and other parts of language science. Methodology; pedagogy, psychology and philosophy at the intersection of disciplines. These disciplines have a common interest.