School Students Research Articles

The Effectiveness of Demonstration Versus Simulation Method Teaching of CPR on Knowledge among School Students

The Effectiveness of Demonstration Versus Simulation Method Teaching of CPR on Knowledge among School Students

Social Comparison, Hope and Depression among Students of Madrasas and Schools

Present study examines social comparison, hope, and depression among madrasa and school students to see how these educational contexts affect mental health and well-being. Male and female students ages 11–17 were equally included in the sample. Participants were provided with the Depression Anxiety Stress Scale (DASS), Adult Hope Scale, and Social Comparison Scale. Although both educational environments had moderate feelings of depression, anxiety, and stress, madrasa students had more hope than school students. Despite their hopefulness, madrasa students had more despair and anxiety. Hope promotes mental health, as correlation research showed that higher hope levels were connected with reduced depression, anxiety, and stress. An independent samples t-test showed that madrasa students scored higher on depression and anxiety than school students. Madrasa students' higher rates of depression and anxiety require culturally sensitive mental health initiatives that include religious and moral teachings and provide necessary psychological care.

Imposing Sanctions on School Students in East Kolaka, Indonesia: Perspectives of Islamic Law and Islamic Education

Imposing Sanctions on School Students in East Kolaka, Indonesia: Perspectives of Islamic Law and Islamic Education

Changes in high school students attitudes toward health sciences following a hands-on outreach STEM program.

Despite attempts to diversify healthcare workplaces and education, racial and ethnic minorities (REM) remain underrepresented in these fields. This study investigated changes in high school students' health science interest following a single exposure, hands-on anatomy laboratory visit. One hundred and eighty-eight high school students participated in a single day, one-hour visit to a human anatomy laboratory on a university campus. Participants engaged in hands-on activities centered around both human and animal specimens led by university mentors. Using a modified Science Technology Engineering and Mathematics-Career Interest Survey (STEM-CIS) questionnaire, health science STEM interest was calculated before and after the visits and compared using a paired t-test (α = 0.05). A 2 × 2 ANOVA (α = 0.05) was run on pre-to-post-visit interest score differences with factors of Race (White/REM) and Gender (Male/Female) to determine if race/ethnicity and/or gender moderated the gains observed. Overall, health science STEM interest increased significantly from pre- to post-visit (p < 0.001), and these gains were greater in REM students (p < 0.05) but did not differ as a function of gender. These findings indicate that a single visit to an anatomy laboratory with hands-on activities can be used as a tool to engage high school aged students in STEM and may be particularly beneficial for racial/ethnic minority students, potentially influencing health science STEM interest.

DO YOUTUBE SOCIAL MEDIA SHOWS AFFECT THE POLITE OF ELEMENTARY SCHOOL STUDENTS?

Along with developments in the current era of communication technology, the use of gadgets has penetrated into elementary school-age students, this has caused many concerning phenomena that have an impact on the behavior and speech that children imitate, one of the phenomena caused by content on YouTube social media is related to manners, such as following speech that is not politely spoken. The study aims to describe the influence of YouTube social media impressions that occur in elementary schools in East Karawang District, Karawang Regency using a descriptive qualitative approach research method. Data collection techniques were carried out using observation interviews with field note techniques and questionnaires. The results of this study found that students behave disrespectfully, especially in terms of speech, namely rude speech obtained from watching YouTube social media content that is not good. But on the other hand, the results of this study were found from watching positive YouTube social media, namely content that inspires students to do good such as conducting social donation activities to people in need. Thus, the influence of YouTube social media broadcasts on students' polite behavior is quite influential.

Change in Teacher-Student Relationship Quality during a Tier-One Character Education Intervention

The rise in students’ mental health struggles and declining rates of prosocial behavior in schools has resulted in increased attention on the social, emotional, and behavioral aspects of schooling. Within the broader category of social-emotional learning, character education includes a focus on students’ intrinsic values and ways of thinking related to achieving their goals and developing personal relationships. One increasingly popular, yet under-researched, character education program for school-aged students is the Positivity Project (P2). The P2 program is a universal professional development intervention focused on the 24 unique character strengths from positive psychology. The purpose of the current study was to implement a quasi-experimental design to examine the association between teachers’ use of P2 and changes in teacher-student relationship quality. Results suggested significant effects, with increases in closeness and decreases in conflict, yielding moderate effect sizes. Implications for practice and research are discussed.

The impact of social exclusion on academic delay among school students: A field study

This study aimed to understand the impact of social exclusion on academic delays among Sociology of Sports students at South Valley University, Qena City, Hurghada Governorate, Egypt, and to investigate any gender-specific effects in this relationship. The study was prompted by the need for further research delineating the impact of social exclusion on academic delays across students from diverse backgrounds and personal circumstances. The study adopted a quantitative descriptive approach, collecting data from a sample of 60 male and female students using a questionnaire focusing on the reasons for social exclusion and its impact on academic delays. The results indicated a moderate effect of social exclusion on academic delays, particularly due to neglect from parents and teachers. Furthermore, the study found no statistically significant differences in this effect based on gender, suggesting that the impact may be similar for male and female students. The study recommends the adoption of educational and social policies that enhance the role of schools as supportive and safe environments for all students.

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

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

Poetry writing can enhance character formation in school students through the application of rational emotive behavior theory

ABSTRACT This study explores the role of poetry writing and the ABC model of Rational Emotive Behavior Therapy (REBT) in promoting character development and moral behavior among students. The study used DAS SF1 and SF2 and assessed poetic talent using a poetry attitude and knowledge test. Forty-eight students were selected using the purposive method from five Convent schools, along with five teachers. Following a two-month intervention of 30 sessions, the researcher conducted interviews to evaluate the method’s efficacy. Content analysis of the integrated poetry writing and REBT program was performed using NVivo, while both quantitative and qualitative data were analyzed using SPSS. The study found significant positive correlations between the integration of REBT and improved behavior, suggesting that incorporating poetry writing into the curriculum can enhance students’ behavior and attitudes.

Peningkatan Pemahaman Bahasa, Budaya, Agama Islam Indonesia dalam KKN (Kuliah Kerja Nyata) Internasional di Negara Thailand

Improving the quality of society with KKN (Real Work Lecture) is a program for students in carrying out the Tridarma of higher education. This research aims to improve the understanding of language, culture and Islamic religion to the Thai people, which in this case is teaching students in schools in the Songkla region, Pattani, Yala, South Thailand. Students participate in teaching language, culture and Islamic religion in the Student Outbont Mobility program to increase understanding for Thai students to get to know about Indonesia. The main goal of this program is for Thai students to get to know and understand about Indonesian language, culture, and Islamic religion which later they will continue to study in Indonesia.

Влияние тренинговой профилактической программы среди подростков с целью прекращения буллинга: рандомизированное экспериментальное исследование

&lt;p style="text-align: justify;"&gt;Background: Every child deserves to feel secure and has the right to be free of all forms of bullying. Bullying and prejudice should be opposed and resisted to put an end to this destructive behavior. The aim was to investigate the impact of a training prevention program on reducing bullying and prejudice among adolescents at a specific governmental school (103). Methods: The study employed a randomized experimental design, involving 155 middle-level students who were randomly assigned to either an experimental or a control group. Three assessment tools were utilized, including demographic information, the Bullying Amongst Diverse Populations (BADP) evaluation scale adapted from Ishiyama (2006), and the Basic Empathy Scale (BES) developed by Jolliffe and Farrington (2006). The validity and reliability of these tools were assessed, with reported scores of 83.5 for knowledge, 83.7 for skills, 87.8 for efficacy, 84.8 for intervention, and 7.8 for empathy scales. Results: The mean age of the experimental group was 13.52&amp;plusmn;1.024, while the control group had a mean age of 13.37&amp;plusmn;1.210. Significant differences were found between the experimental and control groups in the pre-and post-test assessments regarding knowledge, attitudes, affective and cognitive domains, as well as total empathy, with a significance level of P&amp;lt;0.05. However, no significant differences were observed in terms of witness communication skills and bullying intervention ability. Conclusion and recommendations: The study demonstrates the effectiveness of interventions aimed at reducing bullying and prejudice. It highlights the importance of providing training programs to vulnerable students in schools as a key component for success. Therefore, it is recommended to implement a comprehensive "No Bullying and Prejudice" policy across all schools and establish laws that address harmful behaviors to ensure the safety and well-being of children.&lt;/p&gt;

Implementation of Character Education Values in Elementary School Age Students in Nurul Huda Islamic Boarding School

purpose of this study is to identify and analyze the inculcation of character education, as well as to identify and analyze the impact of character for education on students of elementary school at the Nurul Huda Islamic Boarding School. This type of research is qualitative, with the subject being caregivers, administrators, and the person in charge of the Nurul Huda Islamic Boarding School. Data collection techniques using observation, interviews, and documentation. The data analysis technique uses data reduction, data display, and conclusions. The results showed that the cultivation of character education at Islamic Boarding School of Nurul Huda Pesanggrahan consisted of character values ​​believing in the existence of Almighty God and always obeying His commands, tolerance, discipline, responsibility, developing self-potential, love and compassion, respect, etiquette, courtesy, honesty, and independence. The impact that arises is the increasing understanding and ability of students in applying character values, believing in the existence of God Almighty and always obeying His commands, tolerance, discipline, responsibility, developing self-potential, love and compassion, respect, manners and courtesy, honesty and independence.

Tontonan Edukasi Berbasis Islami untuk Penguatan Karakter Santri MDTA Nurul Iman III

Character education is the foundation for instilling good morality in children. Unfortunately, the rapid development of information technology today still cannot match the role of parents as the first teacher to educate children. In this case, the role of the family, especially parents, is very important as role models or role models that children can emulate in their environment, both at school and at home. Elementary school-age students generally like animated films or cartoons. However, not all animated films or cartoons can teach good values and strengthen character to elementary school students. The animated film Nussa and Rara was chosen because this animated film provides many examples of manners and manners towards parents and teachers as well as manners in getting along with friends. Worship education is also demonstrated without being frontal or forced to instill an understanding of the importance of worship from an early age. Watching the animated film “Nussa: The Movie” has been proven to help influence good values as character strengthening for students, especially to filter the flow of technology and information.

Development and validation of the Thai version of MNREAD acuity charts.

To develop and validate MNREAD acuity charts in the Thai language (MNREAD-TH). In total, 180 Thai sentences were generated using words specific to the primary 1-3 students. Each sentence contained 60 characters divided into three lines with even left and right margins and was evaluated by instructors in the education program in Thai. The selected 118 sentences were tested in 20 adults and 20 children by measuring reading time and recording the errors. Sentences with extremely high or low mean reading speeds were excluded. The remaining sentences were selected for contributing to the MNREAD-TH charts. For validation, the charts were tested in another 20 normal-sighted adult groups. In total, 118 sentences were tested on 20 adults (range: 23-58 years) and 20 primary school students (age: 8-9 years). The mean (SD) reading speeds in adult and children's groups were 134.09 (12.45) and 71.33 (10.77) words/min (wpm), respectively. After removing the sentences that deviated by ±1 SD from the mean reading speed, repeatedly had difficulty words, and had low subjective scoring, 60 matched sentences between the groups were selected to develop three versions of the MNREAD-TH chart. The intraclass correlation coefficients between charts were 0.85 for reading acuity, 0.94 for maximum reading speed, and 0.79 for critical print size. The MNREAD-TH charts can be reliably used for evaluating reading performance in Thai people for both children and adults with either normal sight or low vision. These charts are standardized and helpful in clinical trials involving reading.

The Need for Islamic Medicine Practitioner among the Teachers to Manage Hysteria According to Islamic and Religious Psychology

Genie possession, scientifically known as hysteria, is a phenomenon that often occurs among teenagers. In reality, happenings like this harm and damage the victim's psychology. Extensive analysis is critical to solving this problem. Hence, this research intended to identify the leading causes and factors that contribute to hysteria. It aimed to find a solution to this problem, which is becoming more prevalent. This study used qualitative and quantitative methods through data collection instruments and content analysis. The results of this study revealed that most hysteria occurrences are among school teenagers who have personal problems. The conclusions also confirmed that most teenage respondents have internal issues related to Allah SWT. After a comprehensive analysis of the fundamental concept of Islamic medicine, the researcher realised that Islam had established clear guidelines to protect human beings from all kinds of disturbances by demons, jinn and devils. Unfortunately, not all the guidelines are known to educators and students. The lack of Islamic practice is the top cause of hysteria among them. This research is germane because it can assist policymakers in discovering and elucidating the growing symptoms of hysteria, especially among school students. Through this breakdown, the stakeholders can strengthen the education system by teaching Islamic medical education to educators. These endeavours will lower the symptoms of hysteria among students and teachers. Ultimately, executing it relieves the cases of superstition, black magic, witchcraft, and hysteria among school and college students.

Effects of goal achievement motivation on K-12 students’ resilience in STEAM activities: the mediating role of in-school social supports

Students are required to be resilient when they encounter stress, academic difficulties, and even stereotypes during challenging STEAM activities. Thus, exploring supportive pathways to improve resilience is necessary. There is existing evidence that students’ goal achievement motivation and in-school social supports are efficient individual and environmental factors to support students’ resilience. However, few studies have discussed the triadic relations. To address this gap, based on the input-environment-outcome (I-E-O) model, the present study examined the relationships between students’ goal achievement motivation and resilience, taking into account in-school social supports (i.e. teacher support and student support) as potential mediators. A valid sample of data collected from 281 K-12 school students was used to test the model. The results showed that goal achievement motivation and peer support were crucial factors in promoting resilience, but teacher support had no effect. Furthermore, goal achievement motivation is positively related to teacher support and peer support. Additionally, peer support has a partial mediating effect on the correlation between goal achievement motivation, but teacher support has no mediating role. These findings suggested that educators can improve students’ resilience by activating their goal achievement motivation and enhancing supportive peer interaction during the process of STEAM activities.

Awareness of cervical cancer risk factors and preventive approaches, and perceived causes of cervical cancer among secondary school girls: a cross-sectional study in Northern Uganda

Background The majority of women in low- and middle-income countries have low awareness of cervical cancer. This study sought to establish awareness of cervical cancer risk factors and preventive approaches, as well as sources of information and perceived causes of cervical cancer among secondary school girls in northern Uganda. Methods This was a cross-sectional study conducted in rural northern Uganda. We collected data using an investigator administered pre-tested questionnaire. Analysis was done with STATA version 14.0. Multivariate analyses with logistic regressions models were used to determine magnitudes of association between independent and outcome variables. Odds ratios and accompanying 95% confidence intervals are reported. Statistical significance was considered if the two sided p-value <.05. Results Most participants (97%; n = 624) had heard of cervical cancer before this study. The most common source of information about cervical cancer was friends (31.1%; n = 194). More than half of the participants (59%; n = 380) had heard about a vaccine that prevents cervical cancer, but only a third (33%; n = 124) had ever received a dose of the vaccine. The majority of participants (89%; n = 550) reported that cervical cancer could be prevented; however only half (52%; n = 290) knew that vaccination of girls aged 9–13 years could prevent cervical cancer. The majority of participants did not recognize the risk factors for cervical cancer; for example, only 15% (n = 98), 7% (n = 45), and 1.4% (n = 9) recognized early onset of sexual intercourse, infection by the human papillomavirus (HPV), and smoking respectively. On adjusting for age, students’ class, and religion, students in schools with school health programs were twice (aOR = 2.24: 95%CI; 1.24–4.06) more likely to know that cervical cancer is preventable. Conclusion Secondary school girls need information on cervical cancer risk factors and approaches to prevention so that they may avoid exposures to the risk factors and promptly seek and undertake preventive approaches including HPV vaccinations.

Prevalence of Dehydration in Egyptian Primary School Children and its Impact on their Cognitive performance

Abstract Background More than 75% of children do not meet the water intake recommendations by the Institute of medicine. In addition, more than 80% of children in many European countries do not achieve the water intake recommended by the guidelines of the European food safety authority. Studies have revealed a correlation between hydration status and cognitive achievements in visual attention, immediate memory span, semantic flexibility, and automatic application of arithmetic operations in school children living in hot climates. Aim of the Work Assessment of the hydration status in Egyptian primary school children and determining the relationship between hydration status and cognitive function. Patients and Methods A cross-sectional questionnaire-based study was conducted on 200 children, the age group was from 9 to 13 years old. Data collection included the governmental, private and international schools in Cairo. The questionnaire was fulfilled during school time. A child-friendly “fluids and liquid food” diary was designed to prospectively record the volume of total fluid intake including water, sugar sweetened beverages and fruit juices in the previous day and during school day. Hydration status was assessed by self-reported urine colour using eight-point colour scale. The students were asked to answer four cognitive function tests that were designed to test the cognitive skills which were known to be affected by dehydration (Visual attention, Visual memory, Visual search, Visuomotor performance). Results 54 children (27%) had “Satisfactory knowledge” i.e. the children who met the criteria in the self- answered questionnaire and 146 children (73%) of them had “Unsatisfactory knowledge of proper total fluid intake. 166 children (83%) reported low total fluid intake and 34 children (17%) had adequate total fluid intake (according to the guidelines of the European food safety authority), 118 children (59%) were dehydrated, and 34 children (17%) were severely dehydrated. There was a statistically significant higher total fluid intake in international school regarding the amount of total fluid intake during school time and the amount of total fluid intake per day. In our study, the most consumed fluids after water were sugar sweetened beverages and fruit juices. There was a highly statistically significant positive correlation between total fluid intake and cognitive function regarding visual attention, visual memory, visual search, visuomotor performance and total score of cognitive functions, with p-value (p &amp;lt; 0.001). Conclusion We concluded that there was a significant correlation between school students’ hydration status and total fluid intake and their cognitive functions regarding their Visual attention, Visual memory, Visual search, Visuomotor performance. That calls for the importance of corroboration of our study results with studies that further explore students’ awareness and perception about their daily need of water and benefits of proper hydration.

Strategi Kepala Sekolah dalam Menumbuhkan Religius Culture Peserta Didik di MA Muhammadiyah 02 Kabupaten Gresik

Religious culture is a representation of religious values which are used as traditions in behavior and culture by trying to produce students who behave well or have morals. The purpose of conducting this research is to describe and analyze the strategies of school principals as leaders of educational institutions in cultivating religious culture in students at school. Interview, observation and documentation methods were used by researchers to collect data in this research using a qualitative approach. The results of the research show that the strategy used by school principals in cultivating the religious culture of students in schools is to use habituation and exemplary strategies through several activities such as midday prayers in congregation, tadarus al-Quran, tahfidz, dhikr after prayer, 5S culture, PHBI, visiting a friend who is sick or has had an accident.

Contextualized, Multicomponent Language Instruction: From Theory to Randomized Controlled Trial.

Clinicians address a wide range of oral language skills when working with school-age students with language and literacy difficulties (LLDs). Therefore, there is a critical need for carefully designed, rigorously tested, multicomponent contextualized language interventions (CLIs) that have a high likelihood of successful implementation and measurable academic impacts. This clinical focus article summarizes the development and testing of a CLI entitled Supporting Knowledge in Language and Literacy (SKILL), which is a supplementary narrative intervention program for elementary school-age children. Our aims are to (a) to review the foundational theoretical models that are the foundation of SKILL; (b) describe the iterative process used to develop the phases, lessons, procedures, materials, and progress monitoring tool; (c) summarize recent findings of the randomized controlled trial that was conducted to test its efficacy; and (d) discuss factors that may contribute to successful implementation of multicomponent language interventions. A total of 357 students in Grades 1-4 with LLDs were randomized to a treatment group or to a business-as-usual control group. The treatment group received the SKILL curriculum in small groups during 30-min lessons by trained speech-language pathologists, teachers, and special educators. Students who received SKILL significantly outperformed those who did not on oral and written measures of storytelling and comprehension immediately after treatment and after 5-months at follow-up. Gains were similar among students with different levels of language ability (at-risk, language impaired) and language status (monolingual, bilingual) at pretest. There is growing support for the use of multicomponent CLIs to bring about educationally relevant outcomes for students with LLDs. The authors present this review of how SKILL was designed, manualized, and rigorously tested by a team of researchers and practitioners with the hope that this approach will serve as a springboard for the development of future multicomponent CLIs that may meaningfully improve communicative and educational outcomes for students with LLDs.