Journal articles on the topic 'Post primary school'
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1
Castley, Steve, and Rose Cunnington. "Post-Primary Program — Lockhart River." Aboriginal Child at School 23, no. 1 (March 1995): 47–51. http://dx.doi.org/10.1017/s031058220000506x.
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Prior to 1994, Lockhart River was a P-7 school. Students from the community wishing to undertake secondary studies had to leave the community and attend secondary school at Bamaga, Cairns or elsewhere. The emotional and cultural upheaval caused by such a move had a significant effect on these students' achievements.
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Essa, Mariam Saeed Ibrahim, Magda Elhadi Ahmed Yousif, and M. A. Abdalmagid. "Assessment of Personal Hygiene Practices among Primary School Pupils in Umbada locality, Khartoum state, Sudan (2018-2020)." ABC Research Alert 10, no. 3 (October 13, 2022): 23–31. http://dx.doi.org/10.18034/abcra.v10i3.629.
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Background: Personal hygiene is the behaviors that must be practiced in daily life, starting from morning to sleep time to protect our health.
Objectives: The current study aimed to assess personal hygiene practices among Primary School Pupils in Umbada Locality, Khartoum state, Sudan (2018-2020).
Materials and methods: An observational interventional study was conducted where a pre- and post-assessment was done. Pre-test and post-test intervention was used to determine the practices of hygiene among primary school Pupils in some selected schools of Umbada locality al emir unit. The targeted population was primary school Pupils in Government schools only. The study populations were the pupils in the Primary public schools by a total number of 37850 Pupils (grade 5, grade 6 and grade7) distributed among 180 public primary schools in the locality. The sample size were consist of (800) pupils during the period of the study. A pre- and post- questionnaire was carefully prepared, tested and directed to the pupils. It covers pupil’s age, sex, and the classroom; source of water supply and latrine in the house there, and to obtain data regarding knowledge, attitude, and practices (as regards personal hygiene in both pre and post intervention phases. Data was analyzed using Statistical Package for Social Sciences SPSS Computer Program Version (19.0).
Results: The study revealed that the overall practice of pupils, about personal hygiene was increased from 39% to 61% after intervention of health education sessions.
Conclusion: Health education has significant role in promoting the practice of school pupils regarding personal hygiene. Moreover, motivational approaches and programs to encourage children about their primacy personal hygiene should be adopted and implemented.
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Fleming, Domnall. "Student voice in Irish post-primary schools: is the challenge too challenging?" Boolean: Snapshots of Doctoral Research at University College Cork, no. 2011 (January 1, 2011): 66–70. http://dx.doi.org/10.33178/boolean.2011.15.
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All of us, as students, attended school and sat in classrooms for long periods. We listened (most of the time!), we absorbed, we learned, we sat and passed examinations (hopefully!), but we were largely silent participants in the whole classroom process. Yes, we answered and asked questions about what we were learning and responded to our teachers and classmates but, did anyone in our schools ever ask us what we thought about how we were being taught or whether and how we were learning? Did anyone ever ask us for our opinions on our schools or the classrooms in which we sat for all of that time? The answer is often a resounding no. There is no tradition in Irish schools to ask, consult or discuss with students their views on their school, their classroom, their teachers, their learning or their experience in this very important and formative period of ...
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Marchal, François, Cyril Schweitzer, Frédérique Werts, Lan Thi Thuy Vu, Bruno Demoulin, and Yen Thi Nguyen. "Post-Exercise Airway Narrowing in Healthy Primary School Children." Pediatric Research 63, no. 3 (March 2008): 328–31. http://dx.doi.org/10.1203/pdr.0b013e318163a22c.
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Lewis, Elaine, Catherine Baudains, and Caroline Mansfield. "The Impact of AuSSI-WA at a Primary School." Australian Journal of Environmental Education 25 (2009): 45–57. http://dx.doi.org/10.1017/s0814062600000392.
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AbstractThis paper presents the findings of the first stage of research on the impact of the Australian Sustainable Schools Initiative (AuSSI) at an independent primary school in Western Australia. A longitudinal (20 year) case study is being conducted, utilising data related to Education for Sustainability (EfS) at the school from 1990-2009. 2005 was a critical year for the school because it marked the beginning of participation in the Sustainable Schools Initiative pilot in Western Australia (AuSSI-WA). The research investigates elements of EfS in operation at the school pre- and post- AuSSI-WA, as well as student and teacher outcomes after involvement in the Initiative. An analysis of the initial data suggests that participation in AuSSI-WA enabled the school to engage with a growing commitment to EfS in the context of a whole - school approach.
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Ahadu, Ephrem, and Desta Abebe. "Appraisal on the Institutionalization of Human Right Education at Post Primary School Level, Hossaena, Ethiopia." International Journal of Multicultural and Multireligious Understanding 6, no. 5 (October 31, 2019): 526. http://dx.doi.org/10.18415/ijmmu.v6i5.1142.
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This research on the institutionalization of human right education at post primary school level was carried out in Hossana town of 4 primary school (2 from private and 2 from public school) namely Alemu W/Hanna public school, Hassana Vision academy private primary School, Wachemo public school and FA private school, Ethiopia. The study sample comprised 345 out of the total 2,500 population using Yeman (1967:886) formula. Two types of research questions and one hypothesis were evolved to guide the study. A 10-item questionnaire titled "Human Right Education Questionnaire” was applied for data gathering. The reliability coefficient of the tool using Cronbach Alpha stretched from 0.86 - 0.96. Data gathered were examined by means of mean and independent t-test statistical instruments. To remove partiality the data were scrutinized, cross checked and triangulated using different mechanisms. The outcomes of the study exhibited that Human right education has not been institutionalized into the school curriculum, even though human right protection activities and lessons are vital part of the school life. The result of the study also discovered that public and private schools do not differ significantly in the institutionalization of human right education at post primary school level. Based on the finding of the study, it was recommended that activities to enhance human right education should be given due emphasis and encouraged in the school system.
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Ilori, Maria E., Victor Segun Oluwafemi, and Emmanuel Sunday Odusina. "School Library Services as a Catalyst for the Better Basic Education in Nigeria." Indian Journal of Information Sources and Services 10, no. 1 (May 5, 2020): 1–6. http://dx.doi.org/10.51983/ijiss.2020.10.1.485.
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This paper reviews existing literature on how school library services could lead to better basic educational system in Nigeria. Extent literature reviewed that there is poor state of library services to pre-primary, primary and post primary education institutions in Nigeria, providing learning resources is the primary and fundamental role of the school library. Education cannot be achieved without resources that will enhance learning activities. The study concluded that library resources and services are grossly inadequate in many primary and post primary schools in Nigeria and several factors have been attributed to this anomaly in our education system. However the study therefore recommends that the school library authorities should improve in creating more awareness on library services and programmes; the library management in collaboration with the school authorities should provide more fund to run the library effectively; the school management authorities should provide a befitting and well equipped building for the library.
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Essa, Mariam Saeed Ibrahim, Magda Elhadi Ahmed Yousif, and M. A. Abdalmagid. "Role of Health Education in Promoting Knowledge, to-wards Personal Hygiene Among Primary School Pupils in Umbada locality, Khartoum State, Sudan (2018 - 2020)." ABC Research Alert 10, no. 3 (October 19, 2022): 45–55. http://dx.doi.org/10.18034/abcra.v10i3.631.
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Background: Personal hygiene is the behaviors that must be practiced in daily life, starting from morning to sleep time to protect our health.
Objectives: This study aimed to assess the role of health education in promoting knowledge of personal hygiene among Primary School Pupils in Umbada locality, Khartoum State Sudan (2018 - 2020)
Materials and methods: The study design an observational interventional study was conducted where a pre and post- assessment was done. Pre-test and post-test was used to determine the practices of hygiene among primary school Pupils in some selected schools of Umbada locality al emir unit. The targeted population was primary school Pupils in Government schools only. The study populations were the pupils in the Primary public schools with a total number of 37850 Pupils (grade 5, grade 6 and grade7) distributed among 180 public primary schools in the locality. The sample size consisted of (800) pupils during the period of the study. A pre and post- questionnaire was carefully prepared, tested and directed to the pupils . It covers pupil’s age, sex, and the classroom. , source of water supply and latrine in the house there, and to obtain data regarding knowledge, attitude, and practices (as regards personal hygiene in both pre and post-intervention phases. Data was analyzed using Statistical Package for Social Sciences SPSS Computer Program Version (19.0).
Results: The study revealed that the overall knowledge of pupils about personal hygiene was increase from 38.7% to 61.3% after intervention of health education packages.
Conclusion: Due to gaps in many items of knowledge, attitude and practice regarding personal hygiene, there is need of the proper health education intervention through framework of schools to the school children, for improvement regarding personal hygiene among them, throughout the nation. Health education has significant role in promoting knowledge of school pupils regarding personal hygiene.
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Srivastava, Mayank, Dipanjan Bhattacharjee, and Vinod Kumar Sinha. "Socio-demographic correlates of school refusal among primary school students in Ranchi City." Indian Journal of Psychiatric Social Work 11, no. 1 (February 19, 2020): 24. http://dx.doi.org/10.29120/ijpsw.2020.v11.i1.205.
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Introduction: School refusal has some distinctive features and it can affect the academic achievement of the students very negatively. Several socio-demographic factors are responsible for school refusal. This study intends to see the role of some socio-demographic factors in school refusal among primary grade students of five private schools of the city of Ranchi. Methodology: It was a Cross-sectional school-based study on five private schools of Ranchi city. Total students approached were 1640, out of which 52 students were selected purposively as per the study criteria. Socio-demographic Data Sheet and School Refusal Assessment Scale-Revised (SRAS-R) were used and descriptive statistics, independent samples t-test, one way ANOVA and Bonferroni post hoc test were used. Results: Factors like the gender of the students, parental education, monthly family income and family type have a significant impact on school refusal behaviour of selected students. Conclusion: School refusal is a complicated problem and it has been influenced by various factors.
Keywords: School refusal, demographic variables, parents, family, absenteeism
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Incekara, Cetin O. "Post-COVID-19 ergonomic school furniture design under fuzzy logic." Work 69, no. 4 (August 27, 2021): 1197–208. http://dx.doi.org/10.3233/wor-210652.
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BACKGROUND: Because of wrong sitting position, children have back-pain and related musculoskeletal pain (MPD). Due to inappropriate designed class furniture by not taking into account the children’s anthropometric measurements have negative effect on children musculoskeletal systems. The impact of the COVID-19 pandemic crisis has changed the furniture industry’s production trends. OBJECTIVE: This study aimed to develop a new fuzzy based design of ergonomic-oriented classroom furniture for primary school students considering the measured anthropometric dimensions of students’ safety, health, well-being, i.e. ergonomic criteria, socio-psychological aspect and post-COVID policies. METHODS: In the study 2049 number of primary school students are assessed considering COVID-19 pandemic policies and their static anthropometric dimensions were measured between 7-10-year-old (between 1st-4th grade students) and descriptive statistics of children among their ages and genders are calculated; mean, standard deviation, percentiles. The data collected from the students were analyzed quantitatively by using Significance Analysis: Mann-Whitney U test statistic, t-test, Regression Analysis and one-way ANOVA. In the study interviews with experts are performed and fuzzy mathematical model (by using fuzzy-AHP, fuzzy-TOPSIS and fuzzy-VIKOR) is developed to calculate Turkey’s three schools’ furniture. RESULTS: Results showed statistically significant differences between two genders. And it is observed that the seating bench height is too high for primary school students and lower than the height of the classroom’s blackboard from the floor. Fuzzy Multi Criteria Decision Making Method’s (FMCDM) results show that primary school students’ ergonomic classroom furniture should be mainly designed by considering “COVID-19 Criteria”, “Ergonomic Criteria” and “Socio-Psychological Aspect”. Students’ existing seating benches and tables are changed by considering post-COVID policies/protocols, Ergonomic Criteria and Socio-Psychological Aspect. And a new seating bench/chair and table’s dimensions is proposed in the study. CONCLUSIONS: Children study at school for long periods and their activities involve long periods of time on their desks in schools. As per the results of the study, it can be concluded that school management must consider the genders, ages of students and take into account the post-COVID policies/protocols while procuring the classroom furniture. The COVID-19 pandemic is the single largest event to have affected children globally in their access to school in recent times; estimates suggest that over 85%of the world’s total enrolled learners, 1.5 billion children and youths, have been affected. The coronavirus pandemic also creates dramatic changes for the school furniture.
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Pei, Wang. "Blended Teaching Research for Post-pandemic Era of Primary School." Education Study 3, no. 4 (2021): 7–10. http://dx.doi.org/10.35534/es.0401002.
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Williams, Timothy P. "Primary school leadership in Post-Conflict Rwanda: a narrative arc." Compare: A Journal of Comparative and International Education 49, no. 6 (November 23, 2018): 1016–17. http://dx.doi.org/10.1080/03057925.2018.1543787.
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Hindson, Colin. "Post‐primary School Non‐academic Alternatives: a South Pacific study." Comparative Education 21, no. 2 (January 1985): 135–56. http://dx.doi.org/10.1080/0305006850210203.
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Daud, Dg Nursazwani, Wardatul Akmam Din, Noraini Said, and Suyansah Swanto. "INVESTIGATING ENGLISH WRITING PROBLEMS AMONG HIGH ACHIEVER POST-UPSR LEARNERS IN SABAH." International Journal of Education, Psychology and Counseling 6, no. 43 (November 30, 2021): 30–39. http://dx.doi.org/10.35631/ijepc.643003.
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The purpose of the study was to investigate the writing problems faced by the Post-UPSR learners during their primary school years. The data was obtained from 217 high achiever learners who scored an A on the UPSR. These learners, who had completed primary schools and taken the UPSR exam, are now enrolled in secondary schools as Form 1 learners. The method used is a quantitative study. A questionnaire was used as the instrument in the study. The analysis of the study uses SPSS which involves frequency and percentage. The data revealed that Malaysian ESL primary school learners struggle with writing tasks, particularly due to insufficient of vocabulary knowledge. The findings of the study will be valuable to ESL researchers and educators in assisting learners with their writing difficulties. Teachers or researchers can develop appropriate solutions to the issues once the writing issue has been identified.
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Kavanagh, Siobhán, PJ Sexton, and Sabrina Fitzsimons. "Transforming Middle Leadership in Education and Training Board Post-Primary Schools in Ireland." International Journal for Transformative Research 8, no. 1 (December 1, 2021): 20–32. http://dx.doi.org/10.2478/ijtr-2021-0003.
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Abstract Distributed Leadership (DL) is a feature of education in many jurisdictions. Similarly, in Ireland the principles of DL have been adopted as part of a quality framework to underpin a system that provides high quality student care, learning and teaching. This model necessitates an alignment of senior leaders (SLs) and middle leaders (MLs) whose actions are informed by the needs and priorities of their particular school. The traditional notion of the ML position as a management position is changing. The evolution requires a reconceptualisation, a transformation of the role and how we support and develop it to ensure that MLs are an integral part of the leadership structure of the school. This pragmatic research explored the PD needs of MLs in Irish, Education and Training Board (ETB) post-primary schools. It involved a mixed-methods, exploratory sequential study. Stage one involved a set of five semi structured interviews with AP I post holders. These were used as an instrument to develop the online surveys. Stage two involved quantitative research. Online surveys were distributed to all ETB schools in the republic of Ireland. In stage three a summary of the findings of the survey were shared with ten AP Is who were subsequently interviewed to gain further insights. The study illustrated that the development of MLs requires the support of SLs, skills development, a supportive school culture and combined training for senior and middle leaders which should be facilitated by an independent person.
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Quach, Jon L., Ben Deery, Margaret Kern, Janet Clinton, Lisa Gold, Francesca Orsini, and Emma Sciberras. "Can a teacher-led mindfulness intervention for new school entrants improve child outcomes? Protocol for a school cluster randomised controlled trial." BMJ Open 10, no. 5 (May 2020): e036523. http://dx.doi.org/10.1136/bmjopen-2019-036523.
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IntroductionThe first years of school are critical in establishing a foundation for positive long-term academic, social and well-being outcomes. Mindfulness-based interventions may help students transition well into school, but few robust studies have been conducted in this age group. We aim to determine whether compared with controls, children who receive a mindfulness intervention within the first years of primary school have better: (1) immediate attention/short-term memory at 18 months post-randomisation (primary outcome); (2) inhibition, working memory and cognitive flexibility at 18 months post-randomisation; (3) socio-emotional well-being, emotion-regulation and mental health-related behaviours at 6 and 18 months post-randomisation; (4) sustained changes in teacher practice and classroom interactions at 18 months post-randomisation. Furthermore, we aim to determine whether the implementation predicts the efficacy of the intervention, and the cost effectiveness relative to outcomes.Methods and analysisThis cluster randomised controlled trial will be conducted in 22 primary schools in disadvantaged areas of Melbourne, Australia. 826 students in the first year of primary school will be recruited to detect between groups differences of Cohen’s d=0.25 at the 18-month follow-up. Parent, teacher and child-assessment measures of child attention, emotion-regulation, executive functioning, socio-emotional well-being, mental health-related behaviour and learning, parent mental well-being, teacher well-being will be collected 6 and 18 months post-randomisation. Implementation factors will be measured throughout the study. Intention-to-treat analyses, accounting for clustering within schools and classes, will adopt a two-level random effects linear regression model to examine outcomes for the intervention versus control students. Unadjusted and analyses adjusted for baseline scores, baseline age, gender and family socioeconomic status will be conducted.Ethics and disseminationEthics approval has been received by the Human Research Ethics Committee at the University of Melbourne. Findings will be reported in peer-review publications, national and international conference presentations and research snapshots directly provided to participating schools and families.Pre-Results Trial registration numberAustralian New Zealand Clinical Trials Registry (ACTRN12619000326190).
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Millar, Sophie, Megan O’Donoghue, Breige McNulty, Laura Kirwan, and Aideen McKevitt. "A cross-sectional observation on habitual non-alcoholic beverage consumption among adolescents from four Irish post-primary schools." Public Health Nutrition 20, no. 3 (September 26, 2016): 404–12. http://dx.doi.org/10.1017/s1368980016002627.
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AbstractObjectiveNo up-to-date data on the dietary intake of Irish adolescents are available. The aim of the present pilot study was to obtain and compare cross-sectional information on habitual adolescent beverage consumption between four distinct post-primary schools in the Republic of Ireland, in 2014–2015.DesignA cross-sectional observation study. A beverage consumption questionnaire was used to obtain data on beverage intake and influences on consumption.SettingFour post-primary mixed-sex schools in Ireland representing the following school classifications were selected for the study: urban fee-paying, urban disadvantaged, rural fee-paying and rural disadvantaged.SubjectsStudents (n 761) aged 12–18 years.ResultsData were analysed by Kruskal–Wallis (non-parametric) ANOVA to compare the distribution of beverage consumption across the schools. Water was the most highly consumed beverage among students from all four schools (median 1425 ml/d). Students from urban and rural disadvantaged schools reported a significantly higher volume of carbonated beverage intake than students from fee-paying schools. Students from an urban disadvantaged school also reported a significantly higher volume of carbonated beverage and energy drink intake compared with the other three schools. Students from an urban fee-paying school reported the highest consumption of water, while rural disadvantaged school students were the biggest consumers of tea and milk.ConclusionsSignificant differences in beverage consumption (ml/d) were reported by adolescents from four schools in Ireland. Surveillance on current beverage consumption trends among adolescents is vital to guide policies and interventions, and for appropriate targeting of resources.
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B., Mamatha, and Damayanthi S. "Effectiveness of Video Assisted Teaching Program on Knowledge Regarding Prevention and Management of Laryngitis among Primary School Teachers of Selected Primary Schools at Hassan." Journal of Health and Allied Sciences NU 08, no. 02 (June 2018): 043–48. http://dx.doi.org/10.1055/s-0040-1708752.
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Abstract Background: Teaching is a profession where teachers are exposed to use their voice excessively in many situations which impose the risk for developing morbidity caused to larynx, among them the most common is laryngitis. However, I felt that there was great need for educating primary school teachers on Prevention and Management of Laryngitis. Objectives: To find the effectiveness of Video Assisted Teaching Program (VATP) on Knowledge regarding Prevention and Management of Laryngitis among Primary School Teachers. Materials and methods: Quasi-experimental research design was adopted for the study with purposive sampling technique to select the sample (N=60) with n=30 in experimental group and control group of primary school teachers respectively. A structured knowledge questionnaire was used to assess the Knowledge; VATP was administered only to experimental group to find its effectiveness in comparison with control group. The findings of the study revealed deficit in knowledge of primary school teachers before administration of VATP. Results: The mean percentage knowledge score of post-test (79.80 %) was higher than the pretest (39.30%). The calculated paired 't' value is greater than the table value (0.05, 29df) = 2.045. It showed a significant difference between mean pre and post- test knowledge scores among experimental group. The mean percentage of knowledge scores in post-test (79.80%) among experimental group was higher than the post-test (39.80%) among control group. The 2 calculated unpaired 't' value is greater than the table value (0.05,58df) = 1.96. Calculated ÷ values showed significant association between post-test knowledge scores of respondents with their selected demographic variables. Conclusion: VATP was effective in increasing the knowledge of primary school teachers on Prevention and Management of Laryngitis.
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Salisu, Abba Yangaiya. "Examining the Relationship between Post Primary School Teachers Job Satisfaction and Empowerment on Turnover Intention in Katsina State Nigeria." Journal of Islamic Economics and Social Science (JIESS) 1, no. 2 (December 1, 2020): 79. http://dx.doi.org/10.22441/jiess.2020.v1i2.004.
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The study focuses on the influence of post primary schools teacher’s Job Satisfaction and Empowerment on turnover intention in Katsina state Nigeria. Job Satisfaction Questionnaire (JSQ), Empowerment Questionnaire (EQ) and Turnover Intention Questionnaire (TIQ) were used to get the data used in this study. All the questionnaires were adopted and adapted. The data was analyzed using multiple regression analysis via SPSS version 20.0. The results indicate that the independent variables influences turnover intention of post primary school teachers (R2 .51). In addition, among the independent variables, Job satisfaction best influences turnover intention of post primary school teachers. The results would be useful to the stakeholders as before now few studies were conducted in the area in Nigeria in general and Katsina state in particular.
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Callaghan, Mary, Michal Molcho, Saoirse Nic Gabhainn, and Colette Kelly. "Food for thought: analysing the internal and external school food environment." Health Education 115, no. 2 (February 2, 2015): 152–70. http://dx.doi.org/10.1108/he-04-2014-0058.
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Purpose – Availability and access to food is a determinant of obesity. The purpose of this paper is to examine food availability within and outside of post-primary schools in Ireland. Design/methodology/approach – Data on the internal school food environment were collected from 63 post-primary schools using questionnaires. The external school food environment for these 63 schools was assessed by mapping food businesses within 1 km of schools, using a Geographic Information System (GIS). Food businesses were categorised based on type of food sold. Findings – A total of 68.3 per cent of schools had a canteen, 52.5 per cent had a small food shop and 37.1 per cent had a vending machine. A total of 32.7 per cent of schools reported selling chips (French fries) in their canteen while 44.2 per cent of schools reported selling energy-dense nutrient-poor foods in their school shop. Of the schools surveyed, there was an average of 3.89 coffee shops and sandwich bars, 3.65 full service restaurants, 2.60 Asian and other “ethnic” restaurants, 4.03 fast food restaurants, 1.95 supermarkets, 6.71 local shops and 0.73 fruit and vegetable retailers within a 1 km radius of the post-primary schools. Findings are presented by geography (urban/rural), disadvantage (Delivering Equality of Opportunity in School (DEIS)/non DEIS), gender (girls/boys/mixed) and food policy in place at the school (yes/no). Practical implications – These data will facilitate schools working on the framework for Health Promoting Schools in Ireland. Social implications – This work can contribute to current discussions on restricting accessibility to certain foods and food premises for school children. Originality/value – The study explores the internal and external school food environment. GIS have been used to link the external food environment to specific schools thus allowing a comprehensive analysis of the schools’ food environment. To the authors knowledge, this is the first time that both environments are explored simultaneously.
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Buckley, Paul. "What Entitles a School to Legitimately Call Itself an Aboriginal School?" Australian Journal of Indigenous Education 24, no. 1 (April 1996): 10–16. http://dx.doi.org/10.1017/s1326011100002209.
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According to the 1995 Northern Territory Department of Education Directory, the numberof schools within the Territory which cater for Aboriginal students are as follows:• 40 preschools in predominantly Aboriginal communities• 67 primary schools of predominantly Aboriginal communities• 53 outstations and Homeland Learning Centres in predominantly Aboriginal communities• 33 Community Education Centres and other post-primary schools in predominantly Aboriginal communities.
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Diorgu, PhD, RM, Faith Chinaemerem, and Atuokiki Odichi Diorgu, MD. "Practices of Menstrual Sanitary Care among Post Primary School Girls in Nigeria." Research in Health Science 4, no. 2 (April 17, 2019): 78. http://dx.doi.org/10.22158/rhs.v4n2p78.
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<p><strong><em>Background:</em></strong><em> Adolescents at this tender age often may lack knowledge regarding standard menstrual care required to be free from the risk of genital tract infections. The study aimed to assess the menstrual sanitary care practices among adolescent girls in Nigeria to determine the unmet need. </em></p><p><strong><em>Methods:</em></strong><em> The study was a cross?sectional survey conducted among adolescent girls in four secondary schools at Port Harcourt, from 1st March to 31<sup>st</sup> August, 2018. Ethical approval was obtained from Rivers State Management School Board and State Ministry of Health.</em></p><p><em>Consent was obtained from all the participants. Data obtained were recorded on questionnaires and analyzed using SPSS version 18 Statistical Software and descriptive statistics was used for the analysis. </em></p><p><strong><em>Results: </em></strong><em>During the study period (from March to August, 2018), 648 adolescent secondary school girls participated in the survey. The mean age ± SD at menarche was 12.8 ± 1.31., and the mean age of the respondents was 16.1 ± 1.34 years. Sanitary pads were the most used menstrual absorbent among the adolescents 455 (70%). Other menstrual absorbent used by the adolescents were Tissue paper, cotton wool and pieces of clothes (30%). Majority washed genital area twice daily with soap and water 474 (73%) and changed used sanitary absorbents twice daily. In disposing used sanitary material, 390 (60%) wrapped it and put in the dust bins.</em></p><p><strong><em>Conclusion: </em></strong><em>There was good menstrual sanitary care among the adolescent school girls. Sanitary pads were the most used menstrual absorbent.</em></p>
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MacKay, Tommy. "Post-school educational psychology services: The historical and international context." Educational and Child Psychology 37, no. 2 (June 2020): 8–18. http://dx.doi.org/10.53841/bpsecp.2020.37.2.8.
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The development of educational psychology services for young people and young adults after they reach school leaving age has been subject to very little research. Services internationally have largely been marked by the absence rather than the presence of any initiatives of this kind. Nevertheless, it was over 60 years ago that an international template for post-school services was proposed in the 1956 UNESCO report by William Wall. Although titledPsychological Services for Schools,its vision was broad and far-reaching, with sections covering not only the age ranges through preschool, primary and secondary, but also technical and pre-vocational education, transition from school to working life and guidance and counselling services at university.In general, this vision did not materialise, and in almost all countries with a formal structure for educational psychology services the remit which developed focused on school settings, with a primary concern for those with special educational needs rather than a broader and more universal view of service provision. It was half a century after the Wall report before Scotland in 2006 became the first country to have a formal remit for post-school services, recognised at government level. This paper provides a historical and international context in which to locate the extension in England and Wales of the role of the educational psychologist to the population up to 25 years following the Children and Families Act 2014. The implications for how we conceptualise educational psychology as a profession are discussed.
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Deep, Raman. "Effectiveness of Video-Assisted Teaching on Knowledge and Attitude Regarding Attention Deficit Hyperactivity Disorder among Primary School Teachers in Gurugram, Haryana, India: A Pre-Experimental Study." Bioscience Biotechnology Research Communications 15, no. 1 (March 25, 2022): 152–57. http://dx.doi.org/10.21786/bbrc/15.1.23.
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The study was conducted in selected schools of Gurugram, Haryana. Sixty (60) primary school teachers were selected from three schools of Gurugram by using total enumeration sampling technique. Self-structured knowledge questionnaire and attitude rating scale was used to assess the knowledge and attitude of primary school teachers regarding ADHD. The findings revealed that in the pre-test, majority 41(68.3%) of teachers had inadequate knowledge and 19(31.7%) had moderate knowledge and 28(46.7%) had unfavourable attitude and 32(53.3%) had Neutral attitude whereas in the post-test, 15(25%) had moderate knowledge and majority 45(75%) had adequate knowledge and 13(21.7%) had neutral attitude and majority 47(78.3%) had favourable attitude regarding ADHD. Paired “t” test was used to observe differences between pre and post-test mean scores and were found statistically significant at 0.05 level. The study concluded that educational material like video assisted teaching had shown significant improvement in knowledge and attitude of primary school teachers.
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Qian, Ling, Ian M. Newman, Lok-Wa Yuen, Weijing Du, and Duane F. Shell. "Effects of a comprehensive nutrition education programme to change grade 4 primary-school students’ eating behaviours in China." Public Health Nutrition 22, no. 5 (January 8, 2019): 903–11. http://dx.doi.org/10.1017/s1368980018003713.
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AbstractObjectiveAs part of a national initiative to reduce child obesity, a comprehensive school-based nutrition education intervention to change eating behaviours among grade 4 primary-school students was developed, implemented and evaluated.DesignThe intervention was developed by school staff, with technical assistance from outside health education specialists. The programme included school facility upgrades, school teacher/staff training, curriculum changes and activities for parents. Student scores on nine key eating behaviours were assessed prior to and after the programme. The quality of programme implementation in the schools was monitored by technical assistance teams.SettingShandong Province (high household income) and Qinghai Province (low household income), China. Three programme schools and three control schools in each province.ParticipantsStudents in grade 4 (age 8–9 years).ResultsThere were significant positive changes in self-reported eating behaviour scores from pre- to post-assessment in programme schools. At post-test students in programme schools had significantly higher scores than students in control schools after controlling for other variables. The programme was more effective in the high-income province. Observations by the technical assistance teams suggested the programme was implemented more completely in Shandong. The teams noted the challenges for implementing and evaluating programmes like these.ConclusionsThis intervention increased healthy eating behaviours among 4th graders in both provinces and had more effect in the more affluent province. Results suggest that a scaled-up initiative using existing school and public health resources could change eating practices in a large population over time. The intervention also provided lessons for implementing and evaluating similar nutrition programmes.
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Andjelkovic, Sladjana, Zorica Stanisavljevic-Petrovic, and Stevan Bugarski. "Serbian orthodox confessional primary schools in Romania (1919-1948)." Zbornik Matice srpske za drustvene nauke, no. 138 (2012): 71–87. http://dx.doi.org/10.2298/zmsdn1238071a.
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This paper shows the importance of Serbian Orthodox confessional primary schools to maintain continuity in the process of upbringing and education of the Serbs in Romania, as well as their outstanding role in preserving traditions, national and cultural identintety. The central questions of work related to the operation and organization of the Serbian Orthodox confessional elementary schools, primarily with the pedagogical aspect, in terms of their curricula, textbooks, teaching organizations, as well as control of work and school financing. Serbian Orthodox confessional school during the entire period of its existence, accompanied by numerous problems and difficulties. The establishment and development of school followed by poor material conditions for educational work, a lack of qualified personnel, war (no) opportunities and poverty of the majority Serbian population, which is in a complex constellation of post-war socio-political circumstances, led to the abolition of these schools. Although they worked in very difficult conditions, as the only schools where the teaching is performed in the native language, they have drawn a significant mark on the part of achieving continuity in education, preservation of culture and tradition of the Serbian population in Romania.
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Ershova, Irina B., and Yuliya V. Glushko. "Incidence of primary school age children with post-trumatic stress disorder." Pediatrician (St. Petersburg) 8, no. 4 (August 15, 2017): 26–31. http://dx.doi.org/10.17816/ped8426-31.
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Presents the results of evaluations of morbidity 123 primary school children suffering from post-traumatic stress disorder (PTSD), caused by the military actions in the Donbass region. By us the data analysis was conducted patient cards (f. 112/u) and medical statements (f. 027/u) children study groups, over the period of appealability throughout the year. Revealed an increase the incidence of somatic pathologies in children survived the military events that were recorded in 2.5 times more likely than in the comparison group (children who have not experienced combat operations). The first place in the structure meets pathology occupied somatoform dysfunction of the autonomic nervous system, recorded in 100% of children, who experience the stress of combat operations. Second place among children 7-9 years with PTSD, occupied acute respiratory diseases, with a prevalence frequencies of of developing complications after them 2.1 times, which was interpreted as lowering infectious resistance of the organism under the influence of strong stress factor. By the multiplicity of handling of children to the doctor by us highlighted a group of frequently ill children. Is noted that the the number of younger schoolboys for a long time and frequently ill in the main group predominated вy 2.3 times. Among children 7-9 years with PTSD was not a single child who during the school year never would not been sick. Additional psychoemotional load on the body caused by adaptation to school loadings can exacerbate the health conditions and increase the incidence rates of primary school children.
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Young, Keith, Patricia Mannix McNamara, and Barry Coughlan. "Post-primary school teachers’ knowledge and understanding of autism spectrum disorders." Irish Educational Studies 36, no. 3 (July 3, 2017): 399–422. http://dx.doi.org/10.1080/03323315.2017.1350594.
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Cahill, Kevin, and Kathy Hall. "Choosing schools: explorations in post-primary school choice in an urban Irish working class community." Irish Educational Studies 33, no. 4 (October 2, 2014): 383–97. http://dx.doi.org/10.1080/03323315.2014.978657.
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Essa, Mariam Saeed Ibrahim, and M. A. Abdalmajed. "Assessment of Personal Hygiene Attitudes among Primary School Pupils in Umbada Locality, Khartoum state (2018-2020), Sudan." ABC Research Alert 10, no. 3 (November 25, 2022): 64–71. http://dx.doi.org/10.18034/abcra.v10i3.639.
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Background: Personal hygiene is the behaviors that must be practiced in daily life, starting from morning to sleep time to protect our health.
Objectives: The current study aimed to assess personal hygiene attitudes among Primary School Pupils in Umbada Locality, Khartoum state, Sudan (2018-2020).
Materials and methods: An observational interventional study was conducted besides a pre- & post-assessment was done. Pre-test and post-test intervention was used to determine the practices of hygiene among primary school Pupils in some selected schools of Umbada locality Alaemir unit. The targeted populations were primary school Pupils in Government schools only. The study populations were the pupils in the Primary public schools by a total number of 37850 Pupils (grade 5, grade 6 and grade7) distributed among 180 public primary schools in the locality. The sample size consisted of (800) pupils during the period of the study. A pre- and post- questionnaire was carefully prepared, tested and directed to the pupils. It covers pupil’s age, sex, and the classroom., source of water supply and latrine in the house there, and to obtain data regarding knowledge, attitudes, and practices (as regards personal hygiene in both pre and post intervention phases. Data was analyzed using Statistical Package for Social Sciences SPSS Computer Program Version (19.0).
Results: The study revealed that the overall attitude of pupils, about personal hygiene was increased from 45.8% to 54.2 % after intervention of health education sessions.
Conclusion: Health education has a significant role in promoting attitude of school pupils regarding personal hygiene. The need for more health education concerning personal hygiene to ensure that all children learn at an early age how to protect themselves and others from preventable exposure to illness and other hazards related to poor hygiene. This can be carried out through formal (as a part of the curriculum) and informal health education messages.
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ERYILMAZ, Ali, Hacer YILDIRIM-KURTULUŞ, and Gülgün UZUN. "İlkokul ve Ortaokula Devam Eden Çocukların Yaşadıkları Kaygıya Yönelik Çok Boyutlu Müdahale Yaklaşım." Cukurova University Faculty of Education Journal 51, no. 2 (August 31, 2022): 1104–27. http://dx.doi.org/10.14812/cuefd.1022470.
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The study aimed to examine the effects of the multidimensional intervention program on the anxiety levels of primary and middle school children. Designed according to a 2x2 pattern on two different experimental and control groups, this research attempted to determine the effectiveness of the children’s anxiety scores of different age groups participating in the Multidimensional Intervention Program. The independent variable of the research is the 10-week Multi-Dimensional Intervention Program applied only to the experimental groups between the pre-test and post-test measurements. The dependent variables of the study are the anxiety levels of the children attending primary and middle school. The experimental and control group of Study 1 consists of 10 boys and 10 girls in total, 20 children attending primary school. The age range of the children is between 9-10 years old. The experimental and control group of Study 2 consists of 9 boys and 11 girls, totally 20 children attending middle school. The age range of the children is between the ages of 10-11. According to the results of the research, it was seen that the multidimensional intervention program applied to anxiety was effective on the anxiety levels experienced by children.
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Qazi, Sheze Haroon, Rubina Mumtaz, Saba Masoud, and Rabia Tassaduq. "Effectiveness of An Oral Health Care Workshop in Primary School Teachers of Barakahu; A Pilot Study." Pakistan Armed Forces Medical Journal 72, no. 1 (February 28, 2022): 115–18. http://dx.doi.org/10.51253/pafmj.v72i1.5440.
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Objective: To assess the effectiveness of an oral health care workshop in enhancing the knowledge of primary school teachers
Study design: Quasi-experimental study.
Place and Duration of Study: Primary schools of Barakahu, from Feb to Jun 2019.
Methodology: This pilot study was carried out among who attended a training workshop on oral health at various primary schools of Barakahu. Training methods included didactic lectures, demonstrations and audio-visual aids. Scores were graded pre and post workshop as poor, fair and good knowledge. Evaluation was done to assess the effectiveness of the training.
Results: Out of 40 participants, 78% had good pre-training knowledge as compared to 83% after the training. As our data was not normally distributed therefore, we applied, Wilcoxon signed ranks test to check the change in the questionnaire scores (pre- and post-workshop). Among the 40 participants, 30 had a higher score post-workshop, while 7 had the same score and 3 participants had the lower score (p-value <0.001).
Conclusion: The study concluded that a training workshop was an effective tool for improving the knowledge of primary school teachers regarding oral health.
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Ab Ghaffar, Siti Fatimah, Sherina Mohd Sidik, Normala Ibrahim, Hamidin Awang, and Lekhraj Rampal Gyanchand Rampal. "Effect of a School-Based Anxiety Prevention Program among Primary School Children." International Journal of Environmental Research and Public Health 16, no. 24 (December 5, 2019): 4913. http://dx.doi.org/10.3390/ijerph16244913.
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Anxiety is one of the most common mental health disorders in childhood, and children with anxiety have an increased risk of psychiatric disorders during adulthood. This study aimed to evaluate the effectiveness of a school-based anxiety prevention program for reducing anxiety among primary school students relative to a school-as-usual control group. Secondary to this, the current study aimed to examine the effect of a school-based prevention program on worry coping skills and self-esteem. A two-group parallel cluster randomized controlled trial of a single-blinded study was conducted to evaluate the effectiveness of the program, with schools as the unit of allocation and individual participants as the unit of analysis. The intervention program was conducted between May 2016 and December 2017. The primary outcome was anxiety, whereas the secondary outcomes were worry coping skills and self-esteem measured at three months post-intervention. Data were analyzed by using a generalized linear mixed model, accounting for the clustering effect. Subgroup analyses were performed for children with anxiety. A total of 461 students participated in this study. At baseline, there was no significant difference between groups for anxiety score, worry coping skills score, and self-esteem score (p > 0.05). The intervention was effective in reducing anxiety for the whole sample (p = 0.001) and the anxiety subgroup (p = 0.001). However, it was not effective in improving worry coping skills and self-esteem. These findings suggest that the program could be effective for reducing symptoms of anxiety when delivered in schools and provide some support for delivering this type of program in primary school settings.
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Grbich, Carolyn, and Stewart Sykes. "Access to Curricula in Three School Settings for Students with Severe Intellectual Disability." Australian Journal of Education 36, no. 3 (November 1992): 318–27. http://dx.doi.org/10.1177/000494419203600307.
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The area of severe intellectual disability has received little attention in Australian research. This Victorian study examined the issue of access to curricula in post primary school and special school placements for a group of students with severe intellectual disability. Results from the investigation indicated: that parents were generally dissatisfied with the lack of choice available regarding educational placements and the lack of opportunity for them to contribute in a supportive manner to their daughter's/son's schooling: that teachers in post primary schools reported an urgent need for special training or for specialised staff to assist them with curricular modification: and that the female students in this group experienced disadvantage in several curricular areas.
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Agingu, Eunice Atieno. "VALIDITY OF PRIMARY SCHOOL EXAMINATION AS A PREDICTOR OF SECONDARY SCHOOL EXAMINATION SCORE AMONG PUBLIC SECONDARY SCHOOL STUDENTS KENYA." International Journal of Research -GRANTHAALAYAH 6, no. 4 (April 30, 2018): 80–94. http://dx.doi.org/10.29121/granthaalayah.v6.i4.2018.1483.
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The purpose of this study was to determine the validity of KCPE as a predictor of KCSE scores among public secondary school students in Kisii central Sub-county, Kenya. This study was guided by a conceptual framework where KCPE was the independent variable and KCSE the dependent variable. It adopted Correlational and Ex-post-facto research designs. The study population was 3,897 KCSE candidates from 55 public secondary schools. Stratified random sampling based on school type and size was used to select 16 public secondary schools for the study. Saturated sampling was employed to include all KCSE candidates whose KCPE marks were available in each sampled school, yielding a sample of 1,391 students. Data used included 2006 KCPE scores and 2010 KCSE scores of the same students under study. Data was collected using a researcher made pro forma. It was analyzed quantitatively using correlations and regression analyses. Results showed a strong positive Pearson’s correlation coefficient (r=0.693; n=1391; p < 0.05) between KCPE and KCSE scores. It recommended that; KCPE should continue to be used as selection tool for secondary school admission and school evaluation using KCSE examination scores should be based on students’ past KCPE scores.
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Brkovic, Marta, Oriol Pons, and Rosie Parnell. "Where Sustainable School Meets the ‘Tthird Teacher’: Primary School Case Study From Barcelona, Spain." International Journal of Architectural Research: ArchNet-IJAR 9, no. 2 (July 13, 2015): 77. http://dx.doi.org/10.26687/archnet-ijar.v9i2.539.
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Participatory evaluation of aspiring sustainable schools and their pedagogical potential has recently come into focus. A few authors have made a significant start in examining schools as both environmentally and socially sustainable environments, which might simultaneously represent the ‘third teacher’. However, discussion around this idea is new in Spain. This paper describes a participatory post-occupancy study conducted with teachers and pupils in Fort Pienc School, Barcelona, Spain. Findings reveal the pedagogical potential of the school’s spaces and fabric, characterised as ‘sustainable’, and highlight the aspects that the research participants feel are performing and underperforming. The paper concludes that if we want sustainable schools to be a strategy for renovating the educational process and for leading us towards a better tomorrow globally and locally, new models for exploring the pedagogical potential of sustainable schools should be developed and the efforts of all relevant parties synchronised; from architects to governments, from pupils to teachers.
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Isbanner, Sebastian, Julia Carins, and Sharyn Rundle-Thiele. "Healthy Eats—Evaluation of a Social Marketing Program Delivered in Primary School Settings in Queensland." International Journal of Environmental Research and Public Health 19, no. 21 (November 3, 2022): 14415. http://dx.doi.org/10.3390/ijerph192114415.
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One in four school children in Australia are overweight or obese. In response, the Healthy Eats program was developed, piloted, and delivered using a whole-of-school approach underpinned by the socio-ecological model to increase fruit and vegetable consumption among children aged 8–10 years in regional Queensland, Australia. This research presents an outcome evaluation of the Healthy Eats program using pre–post data collected throughout 2021 (cross-sectional for knowledge and longitudinal for behaviour) from 19 schools to assess whether changes occurred in students’ nutritional knowledge (n = 1868 (pre = 933, post = 935)) and fruit and vegetable consumption (n = 1042 (pre = 521, post = 521)). Knowledge data was collected via self-reports two weeks prior and immediately after the Nutrition Module. Behavioural data on daily fruit and vegetable consumption was gathered via student passports (i.e., surveys) one week before and for four consecutive weeks after the Nutrition Module. Chi-Square Difference tests and t-Tests were conducted with a significance level set at p < 0.05. Across all 19 schools, knowledge of the daily recommended serves of fruit and vegetables improved significantly following participation in the program, aligning knowledge closer to the Australian dietary guidelines. Behavioural results for fruit consumption were favourable, with clear improvements reported. Increases in vegetable consumption were demonstrated in two of the eight schools. A discussion on the knowledge–action gap is provided, including recommendations for future iterations of the Healthy Eats program.
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Connolly, Sinead, Angela Carlin, Anne Johnston, Catherine Woods, Cormac Powell, Sarahjane Belton, Wesley O’Brien, et al. "Physical Activity, Sport and Physical Education in Northern Ireland School Children: A Cross-Sectional Study." International Journal of Environmental Research and Public Health 17, no. 18 (September 19, 2020): 6849. http://dx.doi.org/10.3390/ijerph17186849.
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Internationally, insufficient physical activity (PA) is a major health concern. Children in Northern Ireland (NI) are recorded as having the lowest levels of PA in the United Kingdom (UK). To date, validated and representative data on the PA levels of NI school children are limited. The aim of this study was to provide surveillance data on self-reported PA, sport and physical education (PE) participation of school children in NI. Differences between genders and factors associated with PA were also examined. A representative sample of primary (n = 446) and post-primary (n = 1508) children was surveyed in school using validated self-report measures. Findings suggest that PA levels are low, with a minority of children (13%) meeting the PA guidelines (primary pupils 20%, post-primary pupils 11%). NI school children have lower levels of PA, PE and sports participation than UK and European peers. A trend of age-related decline across all the domains of PA was apparent. The data presented highlighted that females are less likely to achieve PA guidelines, children from lower socio-economic background participate in school and community sport less often, and that enjoyment and social support are important variables in PA adherence. Policy solutions that would support implementation e.g., mandatory minimum PE time, whole school approaches to PA promotion and targeted investment in schools, particularly in areas of deprivation and for females, are suggested.
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Gray, Colette, and Sarah Behan. "Current and predicted staffing patterns in post‐primary schools: the perception and experience of school principals." Oxford Review of Education 31, no. 3 (September 2005): 443–58. http://dx.doi.org/10.1080/03054980500222189.
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Belton, Sarahjane, Úna Britton, Elaine Murtagh, Sarah Meegan, Christina Duff, and Jamie McGann. "Ten Years of ‘Flying the Flag’: An Overview and Retrospective Consideration of the Active School Flag Physical Activity Initiative for Children—Design, Development & Evaluation." Children 7, no. 12 (December 16, 2020): 300. http://dx.doi.org/10.3390/children7120300.
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Whole-school physical activity (PA) promotion programmes are recommended to increase youth PA. Evaluation of programmes is essential to ensure practice is guided by evidence. This paper evaluates the Active School Flag (ASF), a whole-school PA promotion programme in Ireland, using the Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) framework. ASF was evaluated across three levels—(1) administration, (2) application, (3) outcomes—using a mixed-methods case study design. Existing data sources were reviewed, the programme coordinator was interviewed, and a pilot study was conducted to investigate impact on 3rd and 5th class students (3 schools, n = 126 students, age range 8–12 years). In-school Moderate to Vigorous Physical Activity (MVPA; by accelerometery), motivation for PA (BREQ), PA self-efficacy (PASES), school affect and peer social support (Kidscreen27) were measured pre-programme (0 months), post-programme (8 months), and at retention (12 months). Teacher perceptions of classroom behaviour (CBAST) were also measured pre- and post-programme. ASF has been successful in engaging 46% of primary schools nationally. Students’ in-school moderate–vigorous PA increased in all pilot-study schools from pre-programme to retention (η2 = 0.68–0.84). ASF programme design facilitates implementation fidelity, adoption and maintenance through buy in from schools and government stakeholders. ASF presents as an effective PA promotion programme in the short-to-medium term for primary schools. This RE-AIM evaluation provides evidence of ASF effectiveness, alongside valuable findings that could support programme improvement, and inform future similar programmes.
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Cheung, Alan CK, and Timothy WW Yuen. "Examining the perceptions of curriculum leaders on primary school reform." Educational Management Administration & Leadership 45, no. 6 (July 18, 2016): 1020–39. http://dx.doi.org/10.1177/1741143215587303.
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In an effort to enhance the quality of teachers and teaching, and to lead internal curriculum development in primary schools, the Hong Kong Education Bureau created a new curriculum leader post entitled primary school master/mistress (curriculum development) or PSMCD for short. The main purpose of the study was to examine the perceptions of these curriculum leaders on their competence in leading the primary school reform. Using a stratified random sampling technique, 125 curriculum leaders were chosen to participate in the current study. Survey questionnaire and semi-structured interviews were conducted. The findings of the study suggest that PSMCDs in general supported the goals and the rationale of the reform. In addition, they also agreed that moderate progress had been made in implementing the curriculum reform in their school. Though progress had been made in many areas, our findings have highlighted several key challenges that these PSMCDs faced in performing their roles. These challenges include heavy workload, learner diversity in the classrooms, the use of diversified modes for assessment, and having too many reforms at the same time. Implications and recommendations are discussed.
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Mujuni, Perez Mbiire Batwine, Adrian R. Mwesigye, and Charles Tushabomwe – Kazooba. "Is Human Capital among Key Factors That Promote Performance of Government Aided Primary Schools in Isingiro District, Uganda? Using a Correlational and Hierarchical Regression Analysis Paradigm." American Journal of Education and Practice 6, no. 2 (July 12, 2022): 29–42. http://dx.doi.org/10.47672/ajep.1118.
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Purpose: The purpose of this research was to establish the relationship between human capital as one of the key factors and performance of government aided primary schools in Isingiro district, Uganda.
Methodology: A cross sectional research design and post-positivist paradigm were used to collect data from 118 government aided primary schools in Isingiro district, Uganda where 475 respondents participated in the study. The study used closed-ended questionnaires, interview guide and checklists. The schools to be included were selected using simple random sampling and were considered as unit of analysis while the respondents who included District officials, head teachers, teachers and school management committee members formed the unit of enquiry, these were selected purposively based on the knowledge they had on the subject matter. Each school selected, provided the information from the respondents who in this case were the head teacher, two (2) teachers and a chairperson of school management committee.
Findings: The findings of the study revealed a positive significant relationship between human capital issues and performance of government aided primary school at 99% level of confidence (r=.385, p<.01), thus rejecting the null hypothesis (Ho1). The results signified that improved human capital is highly associated with good performance of government aided primary schools in Isingiro district, Uganda.
Unique Contribution to Theory and Practice: The Unique contribution of this study was, to suggest to planners and managers of government aided primary schools that, since human capital is important for the improvement of primary school performance, the government should impose the human capital law for government aided primary school teachers which possibly caters for teachers’ productivity when given some due care and attention. In addition, the Ministry of Education & Sports should create social benefits for government aided primary school teachers as a means to enhance their wellbeing and motivate them. Moreover, it is also recommended that government aided primary schools’ teachers be given some training and professional workshops to increase their experience and productivity which could probably motivate them and hence perform better at schools.
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WERSCH, ANNEKE, KAREN TREW, and IRENÉ TURNER. "POST-PRIMARY SCHOOL PUPILS' INTEREST IN PHYSICAL EDUCATION: AGE AND GENDER DIFFERENCES." British Journal of Educational Psychology 62, no. 1 (February 1992): 56–72. http://dx.doi.org/10.1111/j.2044-8279.1992.tb00999.x.
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Iqbal, Saima, Nomana Anjum, and Nazia Iftakhar. "AN ENVIRONMENTAL ASSESSMENT OF PUBLIC PRIMARY SCHOOLS OF ISLAMABAD AND PROPOSED REMODELING FOR ONE SELECTED SCHOOL." Journal of Research in Architecture and Planning 12, no. 1 (June 30, 2012): 13–38. http://dx.doi.org/10.53700/jrap1212012_2.
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Current research interest in sustainable built environment is compelling architects, engineers and designers to re-visit the existing buildings to evaluate them on environmental criteria and to assess if the building is conducive to accommodate the user needs. Such type of research, focusing on school buildings, has demonstrated that environmental features including thermal comfort, lighting, indoor air quality, acoustic and provision of open spaces, impact the performance of students and teaching staff both physically and psychologically. The paper discusses the state of government school buildings in Islamabad. Post occupancy evaluation technique has been adopted to evaluate the school buildings. Extensive case studies are carried out on five school buildings drawn from the existing Federal Government (FG) Schools (one each from the five sectors) on account of said environmental features conducive to student learning. The research is carried out in two phases; first phase comprises data collection through questionnaire surveys and observation sheets from students and teachers about their perception and satisfaction for various environmental features. In second phase the environmental meters had been used to record the temperature, lighting and acoustic levels in the selected schools. Findings from research have been compared with international and national standards, and directed to identify the inadequacies and design draw backs. The study has revealed that space standards are much below the international standards and existing classes are very cramped in most cases. There are also design flaws in lighting, thermal comfort and acoustics and essential facilities are either missing or are substandard in most cases. Finally, an attempt is made to remodel one of the five schools studied and identified as lowest in meeting the environmental features. The research concludes with recommendations applicable for remodeling of existing schools or for the construction of new primary school buildings. Keywords: User-friendly architectural design, Sustainable building design, Environmental quality of school buildings, Conducive environment, Post Occupancy Evaluation.
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Nam, Tran Duy, and Ha Thanh Viet. "Empirical Study on Public High School System in Vietnam: Post Doi Moi." European Scientific Journal, ESJ 13, no. 31 (November 30, 2017): 92. http://dx.doi.org/10.19044/esj.2017.v13n31p92.
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The system of education in Vietnam is administered by the Ministry of Education and Training (MOET), and it is a broad system of state-run schools for students from about four years of age to high school age. The educational system comprises of five classes: kindergarten, primary, secondary, upper-optional (additionally alluded to as secondary school), and college level, with broadly managed exit and selection tests between each. The principal motivation behind this study is to analyze the connection between pre-secondary school factors, school condition, school structure, collective duty, scholarly optimism with the scholastic performance of the public high school students in Vietnam. SPSS analysis shows that only two variables can be a significant indicator of academic performance, that are school environment (B= -1.369, t=51.356, p<0.01) and pre-high school factor (B=-.384, t= -13.947, p<0.01) while school structure, collective responsibility, and academic optimism have found to be insignificant indicator of academic performance as compared to the other two variables in a multivariate context although, during the bivariate analysis, academic optimism had been found to be significantly related to academic performance. School environment was also found to have higher ‘B’ value compared to pre-high school factor. Hence, this study suggests that among all the independent variables studied, school environment gave the most effective towards the academic performance of students in the public high school of Vietnam.
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Hartiwi, Heriana, Anna Yu Kozlova, and Fitri Masitoh. "THE EFFECT OF CERTIFIED TEACHER AND PRINCIPAL LEADERSHIP TOWARD TEACHERS’ PERFORMANCE." INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW 2, no. 1 (March 28, 2020): 70–88. http://dx.doi.org/10.33369/ijer.v2i1.10629.
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This study aimed at determining the influence certified teachers and principal leadership either partially or simultaneously toward teachers’ performance in primary school Palembang. The research was conducted in several public primary schools in Gadus, Palembang. The research method was ex post facto with 125 certified teachers while the sample wer 56 respondents. The data were collected by using questionnaires and analyzed by using t-test and F-test. The results of this study concluded that there is significant influence of certified teachers and principal leadership either partially or simultaneously toword teachers’ performance of primary school in Palembang.
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Khudhair, Sanaa Mohammed. "Investigating Some Effective Strategies for Teaching Iraqi EFL Primary Students." International Journal of Educational Studies 2, no. 4 (December 19, 2019): 221–35. http://dx.doi.org/10.53935/2641-533x.v2i4.125.
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This study aims to recognize effectiveness of teaching methods in primary school in English. The researcher used the numbered heads together strategy as an effective method in education skills. The researcher used an experimental design with two groups (control group and experiment group), with a post-test for the achievement of Al-Khamaal Primary school, Fifth class. The sample of the study consisted of (60) pupils at Al-Khamaal Primary school in English, for the academic year (2018-2019). The researcher equaled the two research groups statistically by (age by months, the marks of the last year, the achievement of the parents), so there were no statistical significance between the two groups in variables. The researcher used a test to collect data. The analysis of the data showed that the numbered heads together strategy has a great effect in teaching skills at primary schools. At the end of this study, the researcher presented some recommendations. These recommendations focus on paying more attention to the learning strategies that used to improve the educational process. Moreover, teacher at primary schools should use effective strategies and effective methods in teaching skills.
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Mohammed Khudhair, Sanaa. "Investigating Some Effective Strategies for Teaching Iraqi EFL Primary Students." Research Journal of Education, no. 52 (January 30, 2019): 25–36. http://dx.doi.org/10.32861/rje.52.25.36.
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This study aims to recognize effectiveness methods of teaching skills in primary school in English , the researcher used the numbered heads together strategy as an effective method in education skills, the researcher used an experimental design with two groups (control group and experiment group), with a post-test for the achievement of Al-Khamaal Primary school , Fifth class , The sample of the study consisted of (60) pupils at Al-Khamaal Primary school in English, for the academic year (2018-2019). The researcher equaled the two research groups statistically by ( age by months, the marks of the last year, the achievement of the parents), so there were no statistical significance between the two groups in variables. The researcher used a test to collect data. The analysis of the data showed that the numbered heads together strategy has a great effect in teaching skills at primary schools. At the end of this study, the researcher presented some recommendations. These recommendations that focus on paying more attention to the learning strategies that used to improve educational process, moreover, teacher at primary schools should use effective strategies and effective methods in teaching skills.
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Gitau, Gladys, Judith Kimiywe, Judith Waudo, and Dorcus Mbithe. "Effects of Nutrition Education on Nutrition Knowledge and Iron Status in Primary School Pupils of Gatanga District, Muranga Country, Kenya." Current Research in Nutrition and Food Science Journal 1, no. 2 (November 10, 2013): 115–23. http://dx.doi.org/10.12944/crnfsj.1.2.02.
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School-age children are both growing and learning, and anaemia can affect cognitive function, motor performance and educational achievements of this age group. Nutrition education has not been given the priority it deserves in primary schools due to the busy school curriculum. It is in this light this study was designed for one teaching calendar year. Subjects & methods: Pupils (n=601) covering the age 11-18 years were included. The main objective of this study was to evaluate the effects of three main Nutrition Education strategies on nutrition knowledge and iron status among primary schools children in Gatanga district. A baseline survey was conducted in 12 randomly selected schools for class six pupils and their households. Questionnaires and an interview schedule were used to collect data, with pre and post tests. The interventions schools were Mabanda, Kigio and Kirwara (experimental) and Gakurari (control school). Baseline data were analyzed by use of Statistical Package for Social Sciences (SPSS) and Nutri-Survey computer packages using both descriptive and inferential statistics. The data were coded to search for emerging themes. This led to the identification of variables and concepts of iron deficiency in the children, which was crucial to the design of the corrective measures model for the interventions. On average the mean mark, in nutrition knowledge at baseline was 30.05%. In the post-tests all experimental schools (n=154) significantly improved in nutrition knowledge, and the peer facilitated school performed best with (51.52+24.79) marks, Researcher facilitated school (48.39+22.23) and the agriculture staff (38.70+9.87). The pre-test post- test improvement in the control school (31.21+12.74) was however not significant (p>0.05). A total of 31.4 % pupils ( Sub sample n=89) were found to be anaemic after altitude adjustments at a calculated factor 0.5 for Gatanga altitude (2237m ASL). Pupils’ haemoglobin status were not significantly different (p>0.05) between the experimental and control schools at baseline, notable differences occurred in the experimental schools after the interventions. Relationship between nutrition knowledge and nutrient intake was positive and there was a statistically significant relationship between nutrition knowledge and hemoglobin levels at p<0.05 (R2=0.253, p=0.025). Anemia was found to be a significant problem and therefore the need for a comprehensive intervention strategy by all stakeholders to improve the iron status in this age group.
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Nally, Michael, and Brian Ladden. "An Exploration of an Induction Programme for Newly Qualified Teachers in a Post Primary Irish School." International Journal for Transformative Research 7, no. 1 (December 1, 2020): 19–25. http://dx.doi.org/10.2478/ijtr-2020-0003.
Full textAbstract:
AbstractThe Irish Teaching Council introduced a new model of school-based and National Induction Programme for Teachers (NIPT) called Droichead (meaning ‘bridge’ in Gaelic) in 2013/14. The Droichead process is an integrated professional induction framework for newly qualified teachers. It was designed to provide whole-school support for teacher induction in both primary and post-primary schools. This study explores the implementation of Droichead in a post-primary school, and to gain insights as to its effectiveness and the potential to bring about improvements.The study found that NQTs are un-prepared to assume full teaching duties after initial teacher education (ITE), and can benefit greatly from having mentors from within the school to guide them through their first year of teaching. The benefits of the process include emotional support for NQTs, practical help in terms of learning new teaching strategies, the promotion of reflective practice and assisting the professional development of teachers. Droichead was found to promote peer observation and can help leaders change the culture of an organisation to better embrace and support peer observation and review. The programme also promoted and developed leadership skills among the mentors, who cited a renewed enthusiasm for teaching from their involvement in Droichead. There were conflicting views on the involvement of the senior leadership team in the programme, and it would seem that the success of their inclusion depends largely on the individual style of leadership. The negative aspects of the Droichead process related to the ‘Cluster meetings’which are compulsory for NQTs and were seen as being too similar to their initial teacher education.