This study aims to substantiate the technology of forming a successful personality in primary school pupils through implementing media education, focusing on using praxeological tales. The research ...methods include theoretical analysis of literary sources, modelling, and empirical techniques such as observation, questionnaires, surveys, and experiments. The results show that praxeological tales, which reflect the basic rules and factors of achieving success, can be an effective, innovative media product in shaping successful pupils. The proposed technology model incorporates praxeological tales and other media education tools and techniques. An experimental study involving control and experimental groups of primary school pupils demonstrated that the percentage of children with a high level of successful personality development increased from 9.6% to 23.1% in the experimental groups. In contrast, the percentage of low levels decreased from 42.3% to 20.2%. The findings suggest that forming successful personalities in primary school through media education using praxeological tales can help increase pupils' media literacy, develop key life competencies, and prepare children for future self-realisation.
Studies have shown that reading difficulties and low achievement motivation have a negative impact on the learning outcomes of students. This research investigated the effectiveness of cognitive ...behavioral therapy (CBT) in improving the reading skills and achievement motivation of 70 primary school students in Southeast Nigeria. The experimental group received CBT treatment. The control group received normal classroom instruction. Data were analyzed using a 2 × 3 mixed design. The results showed that CBT improved students’ reading skills and achievement motivation. Thus, CBT can be used in the treatment of reading difficulties and low achievement motivation among primary school students.
The research aims know some of the motor abilities of the primary school students (9-12) years in two different environments ( city , village ) for both sexes ( boys , girls ) and to ...compare between the reflect of the environments on the characteristics and abilities in the way that it gives the teacher a sufficient information about the deficiency in motor performance and how to promote the level through the annual and the daily plan for the lesson of the Physical Education . The sample of the study consisted of (200) students in the primary stage of (9-12) years from both sexes and they are chosen randomly from a different schools and different environment (city and village) .A test of physical attributes is done to get the information of the level in it and the researcher used the descriptive method by testing the motor abilities for the sample members.The data were collected with the statistical bag (Spss) for the extraction of the arithmetic mean, standard deviation, and (t-test ) valuables . The results showed several differences in the level of motor mobility between the two sexes on one hand, and between the environment ( city , country ) on the other hand . The researcher recommended that physical tests must be conducted in the beginning of each school year to help the physical education teacher to develop the lesson plan with positively affects in the pupils' motor abilities and qualities .
•First-graders benefit from SFAS regardless of classroom acoustics.•First-graders benefit from SFAS regardless of the level of language development.•SFAS increase speech perception in classrooms with ...short reverberation time.•SFAS decrease speech perception in classrooms with long reverberation time.
The purpose of the study was to investigate in natural conditions the impact of sound field amplification systems (SFAS) on the perception of monosyllabic nonsense words in first to fourth-grade students with and without language disorders in classrooms with different acoustics.
One hundred forty-five monolingual primary school pupils were included in the study. Two study groups were formed: pupils with typical language development (TD) (n = 145) and pupils with developmental language disorders (LD) (n = 72). Acoustic measurements were made in twelve classrooms with different reverberation time. Monosyllabic nonsense words perception tests, presented by an examiner, were carried out in classrooms with and without SFAS.
The number of errors in the test carried out with SFAS in different acoustic conditions reduced in pupils of Grade 1 with TD (Z = –2.273, p = .023; Z = –1.965, p = .049) and with LD (Z = –2.410, p = .016; Z = –2.156, p = .031). The SFAS installed in large classrooms with long reverberation time significantly increased the number of errors in nonsense monosyllables perception (rS = 0.361, p < .01, rS = 0.229, p < .01). The mean number of errors in children with LD was higher than in children with TD in monosyllabic nonsense words tests carried out with and without SFAS (U = 3194, p < .001; U = 3518.5, p < .001).
First-grade students benefit from sound field amplification in perception of monosyllabic nonsense words regardless of classrooms acoustics, and irrespective of the level of language development. The positive effect of SFAS on nonsense word perception was not observed in pupils of Grade 2, 3, and 4 of primary school. Classroom acoustics affects the expected positive impact of SFAS for children older than first graders. Amplification increases speech perception and decreases the number of errors in the reproduction of monosyllabic nonsense words in classrooms with short reverberation time.
It is common for Malaysian primary school pupils to have difficulties in reading English texts. One of its factors concerns text selection. Hence, a careful selection of the text is needed to ease ...their reading experience in ESL (English as Second Language) classrooms. This study explored teachers’ perceptions on literary text selection for Malaysian primary schools. An online questionnaire was distributed to gauge teachers’ perceptions on the current materials in terms of its impact on the students and lesson effectiveness. Respondents were 34 teachers of Years 4 to 6 in primary schools in Terengganu, the east coast Malaysia. Data analysis revealed that the teachers perceive local materials as more relatable to pupils in comparison to the foreign texts. The local texts are also perceived to have greater impacts on the students and lessons despite doubts remaining within the autonomy of this selection. This study is hoped to be helpful to the Ministry of Education and the teaching community in improving text selection in the future.
Absence from school can lead to lower educational achievement and poor health. Little is known about school absence in primary education. This study's first aim was to examine the prevalence of ...school absence in primary schools and differing types of absence, including sickness absence. The second aim was to determine which pupil characteristics and types of absence were associated with extensive sickness absence.
The school absence registries for the school year 2015-2016 were analysed retrospectively in eight mainstream primary schools with 2216 pupils, and six schools for special primary education with 1000 pupils in the West-Brabant region of the Netherlands. Descriptive analyses, χ
-tests, Mann-Whitney U tests and logistic regression analyses were performed.
The one-year prevalence of school absence was 85% in mainstream primary schools and 79% in special schools. Sickness absence was the most prevalent type of absence, occurring in 75 and 71% of pupils, respectively The prevalence of extensive sickness absence was 13 and 23%, respectively. In mainstream schools, extensive sickness absence was associated with a young age, low parental educational level, more doctor's visits and unauthorised absence, and in special schools with more doctor's visits, other authorised absence, tardiness and unauthorised absence.
The prevalence of extensive sickness absence was high, and as this was associated with other types of absence, these pupils missed even more days of school. Public health research, policy and practice should address sickness absence among primary school pupils, to prevent adverse effects on children's development.
According to previous research results and our systematic review on this topic (Kovács et al., 2022), the positive impact of parental involvement on academic achievement was revealed. However, it is ...unclear how parental involvement in sports contributes to sports performance and academic achievement. In this study, our main questions are about the differences in academic achievement, in participation in sports activity, and in sports results among pupils of parents involved or not involved in sports and education. To answer these questions, a questionnaire survey was conducted among 7th and 8th-grade students learning in three primary schools in a Hungarian city (N = 121). Based on the scale of parental involvement, three groups were differentiated: 1) children of parents not involved in either education or sports (N = 33), 2) children of parents involved in education only (N = 38), and 3) children of parents involved in both education and sports (N = 47). In order to examine this data, cluster and factor analysis, a Chi-square test and ANOVA, and linear regression were used. Our results showed, children of parents involved in both sports and education are overrepresented among students who received awards because of their sports performance (59.6%), among members of sports talent management programs (29.8%), and among those who achieved first place in national sports competitions (47.8%). They also seem to be the ones most intent on staying engaged, in the future, in regular and competitive sport activities (57.4% and 55.3%). On the contrary, the highest percentage of children of parents involved in education belongs to those who were given awards because of excellent academic achievement (71.1%). As far as personality traits are concerned, obsessive passion (OP) is the most characteristic of pupils with non-involved parents (M = 0.37, SD = 0.95) and least characteristic of children with parents involved in education (M = −0.17, SD = 0.94). Belonging to both groups with involved parents can be considered a negative predictor of OP (βt = −0.259* −1.019, −0.078, βt + s = −0.237* −0.930, −0.030). In conclusion, it can be detected that there exists a positive interrelation between parental involvement in sports and education, and the academic and sports performance of their children.
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