Journal articles on the topic 'Post-primary student'
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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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Cvjetićanin, Stanko, and Mirjana Maričić. "THE CONTRIBUTION OF DEMONSTRATION AND STUDENT-LED EXPERIMENTS ON THE STUDENTS’ KNOWLEDGE QUALITY IN THE THIRD GRADE OF PRIMARY SCHOOL." Journal of Baltic Science Education 16, no. 5 (October 25, 2017): 634–50. http://dx.doi.org/10.33225/jbse/17.16.634.
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The aim of this research is to establish the contribution of demonstration and student-led experiments on the quality of students’ knowledge about the air-related content in the third grade of primary school. This research included 120 students from Serbia, divided into two groups: control (C) and experimental (E). In group C the experiments were demonstrated by the teacher, whereas those same experiments were independently conducted by the students’ inside smaller groups in group E. The quality of the students’ knowledge was examined after the application of the experiments with the post-test, while the quality of the duration of knowledge was examined with the retest. The students in the group E acquired the knowledge of the higher quality and more durable knowledge about the air-related content then the students’ from the group C on the cognitive levels: analysis, evaluation and synthesis. Therefore, the priority should be given to the student-led experiments over the demonstration, when processed air-related content in the third grade of primary school, because their application contributes to the increase of the students’ knowledge quality. Keywords: demonstration experiments, primary school, student knowledge quality, student-led experiments, third grade.
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Pudłowska, Ewa. "Adaptation difficulties of a student with Asperger Syndrome in a post-primary school." Journal of Modern Science 46, no. 1 (July 28, 2021): 143–58. http://dx.doi.org/10.13166/jms/140546.
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Desmond, Ann-Marie. "A Foucauldian perspective on student experiences of family discourses in post-primary schools." Irish Educational Studies 35, no. 4 (October 2016): 319–36. http://dx.doi.org/10.1080/03323315.2016.1243068.
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Bikar, Soon Singh, Balan Rathakrishnan, Mohammad Rahim Kamaluddin, Norruzeyati Che Mohd Nasir, and Mohd Azrin Mohd Nasir. "Social Sustainability of Post-Disaster: How Teachers Enable Primary School Students to Be Resilient in Times of Ranau Earthquake." Sustainability 13, no. 13 (June 30, 2021): 7308. http://dx.doi.org/10.3390/su13137308.
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The Ranau Earthquake that struck on 5 June 2015, February 2018, and April 2021, were a new disaster in Sabah and caused many Sabahan to panic. The unpredicted disaster also caused a serious impact on all aspects of life in Sabah. The earthquake has caused severe damage to eight primary schools in the vicinity of the epicenter, although no casualties were reported. However, the disaster has deep passing psychological effects among students. In this study, we examine how the primary school teachers enabled the student to be resilient during and after the disaster. Based on the interviews with 16 primary school students, it was revealed that most of the teachers used WhatsApp to support resilience during and after the earthquake. Interviews with 16 primary school teachers revealed there were two main reasons for them to communicate with students, namely, delivering emotional aid and monitoring their stress. Based on student interviews, five content categories of emotional support were identified: caring, reassuring, emotion sharing, belonging, and distracting. The main contribution of this study is that social media can be used as a spontaneous and proactive tool for supporting the student’s resilience during and after the earthquake trauma.
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Zhou, Shao-Na, Hui Zeng, Shao-Rui Xu, Lu-Chang Chen, and Hua Xiao. "EXPLORING CHANGES IN PRIMARY STUDENTS’ ATTITUDES TOWARDS SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) ACROSS GENDERS AND GRADE LEVELS." Journal of Baltic Science Education 18, no. 3 (June 10, 2019): 466–80. http://dx.doi.org/10.33225/jbse/19.18.466.
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Primary education is an essential stage and has an important impact on students’ learning attitudes throughout the coming school years. The research explored the attitudes towards science, technology, engineering and mathematics among students through all grade levels in primary school. The Project-based Integrated STEM Program was proposed to study the changes of primary students’ attitudes towards STEM. An assessment of S-STEM which consists of the STEM subscale and the 21st century skills subscale was utilized for both pre-test and post-test. The results showed that primary students exhibited little different attitudes on the S-STEM in the pre-test, regardless of gender and grade level. As evident from the comparison between the pre-test and post-test, the Project-based Integrated STEM Program had a positive effect on student attitudes towards STEM. It is encouraging if there are more STEM-related programs implemented at all educational stages covering the primary level. Keywords: gender differences, grade levels, project-based integrated STEM program, school students, STEM education.
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Cushing, Scott, Muhammad Mominur Rahman, and Feng Lin. "Reports From The Frontier-Strategies to Design Stable Layered Oxide Cathodes for Na-Ion Batteries." Electrochemical Society Interface 31, no. 4 (December 1, 2022): 57–59. http://dx.doi.org/10.1149/2.f10224if.
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This feature page is intended to let ECS award winning students and post-docs write a primary-author perspective on their field, their work, and where they believe things are going. This month we highlight the work of Muhammad Mominur Rahman, the Battery Division 2021 Student Research Award winner.
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Byrne, David, and Dr Aiden Carthy. "A qualitative exploration of post-primary educators’ attitudes regarding the promotion of student wellbeing." International Journal of Qualitative Studies on Health and Well-being 16, no. 1 (January 1, 2021): 1946928. http://dx.doi.org/10.1080/17482631.2021.1946928.
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Momary, Kathryn M., and Lisa M. Lundquist. "Student pharmacists' preparedness to evaluate primary literature pre- and post-Advanced Pharmacy Practice Experiences." Currents in Pharmacy Teaching and Learning 9, no. 3 (May 2017): 468–72. http://dx.doi.org/10.1016/j.cptl.2017.02.002.
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Zufriady, Zufriady, and Otang Kurniaman. "The Effectiveness of Learning Basic Concepts of Art for Primary Teacher Education Students Using Nomor Acak Learning Model." Mimbar Sekolah Dasar 6, no. 1 (April 5, 2019): 32. http://dx.doi.org/10.17509/mimbar-sd.v6i1.15241.
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The nomor acak learning model is done by randomly giving number to each student and making them remember it from the beginning to the end of the lecture. The function was to make each student be more active in the teaching and learning activities, since they must be prepared with their respective material if the number was called. This research employed a quasi-experimental research method with one group pre-test/post-test design. The determinant coefficient data of the effect of nomor acak models on the effectiveness of primary teacher education students obtained a class A data of 58.21%, class B of 36% and class C of 23%. This research was conducted at the primary teacher education program for six months in the Basic Concepts of Art courses to students of 2018. It could be concluded that the nomor acak learning model could improve the learning outcomes of students of the primary teacher education program in the Basic Concepts of Art course.
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Baker, Carrie, Emily Ghassemi, and Riley Bowers. "Benefits of Utilizing Pharmacy Learners in an Inpatient Anticoagulation Education Service." INNOVATIONS in pharmacy 12, no. 3 (July 23, 2021): 13. http://dx.doi.org/10.24926/iip.v12i3.4043.
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Objective. The 2019 Hospital National Patient Safety Goal 03.05.01 indicates education regarding anticoagulant therapy should be provided to patients and families. Previous studies assessing pharmacist and pharmacy student involvement in oral anticoagulation (OAC) education services have focused on patient-related outcomes, with limited emphasis on the additional benefit to the student. The purpose of this study was to assess the benefit of pharmacy student involvement in anticoagulation education services both clinically and through their perceptions of participating in the service. Methods. This study assessed students’ knowledge and perceptions of providing OAC education before and after a 1-month learning experience, where students provided counseling 2-3 days per week. The primary endpoint was comparing each student’s pre- and post-rotation OAC education knowledge assessments. Secondary endpoints included percentage change in knowledge between the prospective cohort and a historical comparator group, perceived benefit of student participation in the service, percentage of patients able to recall counseling, and number of interventions made related to OAC therapy. Results. A total of 35 pharmacy students were included in this prospective study with 277 patients receiving counseling from June 2020 through March 2021. A total of 32 pharmacy students had assessment data available for retrospective comparison. The mean pharmacy student score within the prospective cohort improved significantly (21.5%) between the pre-assessment and post-assessment. Change in pre- and post-rotation knowledge assessment was also significantly higher in the prospective cohort compared to the retrospective group. Additionally, students gained confidence in their counseling abilities and OAC knowledge through participation. Conclusion. Pharmacy student participation within anticoagulation education services significantly improved student knowledge and confidence in their counseling abilities. It also allowed for over 70% of patients to successfully recall pertinent information about their anticoagulants over a week later and improved patient care through dosing interventions.
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Shah, Lisa, Christian A. Rodriguez, Monica Bartoli, and Gregory T. Rushton. "Analysing the impact of a discussion-oriented curriculum on first-year general chemistry students' conceptions of relative acidity." Chemistry Education Research and Practice 19, no. 2 (2018): 543–57. http://dx.doi.org/10.1039/c7rp00154a.
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Instructional strategies that support meaningful student learning of complex chemical topics are an important aspect of improving chemistry education. Adequately assessing the success of these approaches can be supported with the use of aligned instruments with established psychometrics. Here, we report the implementation and assessment of one such curriculum,Chemical Thinking, on first-year general chemistry students' conceptions of relative acidity using the recently-developed concept inventory,ACIDI. Our results reveal that, overall, students performed significantly better onACIDIfollowing instruction, with scores consistent with those previously reported for students who had completed one semester of organic chemistry. Students performed equally well on a delayed post-test administered ten weeks after final instruction, which suggests that instruction promoted a stable conceptual reprioritisation. Item analysis ofACIDIrevealed that students generally made conceptual gains on items where inductive effects were the primary determinants of conjugate base stability and relative acidity. However, students overwhelmingly struggled on items where resonance was the primary determinant. Analysis of student–student arguments in active learning settings provided evidence for how the quality of student arguments impacted their conceptions. Overall, these findings suggest that students were able to avoid several superficial misconceptions cited in the literature about relative acidity, and that this topic, traditionally taught exclusively in organic chemistry, may be introduced earlier in the sequence of curricular topics. Implications for future studies on the role of argumentational aspects of student–student conversations and facilitation strategies in promoting or hindering meaningful learning are discussed.
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McCauley, Veronica, and Martin McHugh. "An Observational Narrative of Student Reaction to Video Hooks." Education Sciences 11, no. 6 (June 8, 2021): 286. http://dx.doi.org/10.3390/educsci11060286.
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Digital video has become a dominant form of student learning in and beyond the classroom, and thus its pervasive nature in contemporary learning environments commands scholarly inquiry. In this paper we explore a participatory design-based research approach to the integration of video hook technology in the post-primary science classroom (students aged 12–15). Video hooks were designed with the intention of engaging students and augmenting their interest in science. Teachers across ten schools voluntarily agreed to implement the video hooks, and with their students (N = 128) engage in a qualitative, observational methodology to ascertain their effect. Triangulated data was collected through teacher interviews (N = 10), structured lesson observation and researcher journal documentation. Results reveal that student reaction was instant and impactful with evidence of both triggered and maintained student interest.
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Brazzolotto, Martina, and Connie Phelps. "Global Principles for Professional Learning in Gifted Education and Italian Primary Teachers." International Journal for Talent Development and Creativity 9, no. 1-2 (August 22, 2022): 123–41. http://dx.doi.org/10.7202/1091475ar.
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Aligned with the 10 Global Principles for Professional Learning in Gifted Education (WCGTC, 2021), this exploratory study investigated the co-construction of inclusive differentiated instruction for a fourth grade gifted student with three general education teachers in a North Italy public education primary school using learning menus and learning contract strategies. The research questions examined responses of general education teachers toward (a) an identified gifted student, (b) inclusion practices in the primary classroom, and (c) co-constructed interdisciplinary curricula for a gifted student. Conducted during a six-week timeframe, the primary researcher conducted Pre- and Post-Intervention Focus Groups, established an instructional baseline, planned interdisciplinary activities in five academic subjects, suggested lesson extensions, and concluded with a Parent Interview. The primary researcher provided professional learning experiences in accordance with the Italian Ministry of Education ministerial law n. 562 (2019) that mandated inclusion of children with giftedness in the category of special education needs. Analysis of Pre- and Post-Intervention Focus Groups results indicated improved dispositions of teachers toward a gifted student in general education primary classrooms, development of inclusive classroom practices with guidance from a gifted education specialist, and documented competencies co-constructing interdisciplinary curricula integrated with 10 Global Principles for Professional Learning in Gifted Education.
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Sukasih, Sri. "Teacher Performance and Classroom Environment on Student Attitude Toward Indonesian Language Learning." Journal of Innovation in Educational and Cultural Research 3, no. 4 (August 31, 2022): 607–16. http://dx.doi.org/10.46843/jiecr.v3i4.243.
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This study investigates the impact of the relationship between teacher performance and classroom environment on student attitudes toward Indonesian language learning. This study was carried out using an ex post facto quantitative approach at a primary school in Semarang Regency, Indonesia. The sample of this research consisted of 172 students enrolled by random sampling technique. Data were collected using questionnaires. The data analysis techniques used were descriptive analysis and regression analysis. The Results indicate that teacher performance had a significant influence on student attitudes toward Indonesian language learning, and the classroom environment had a significant influence on student attitudes toward the Indonesian language. Teacher performance and classroom environment may be substantial factors in student attitudes toward Indonesian language learning.
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Lopez, Diego. "Exploring Connections Between Food Insecurity and Identity Among Post-Secondary Students." Contingent Horizons: The York University Student Journal of Anthropology 7, no. 1 (July 17, 2022): 1–14. http://dx.doi.org/10.25071/2292-6739.136.
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This article examines the connections and relationship between food insecurity and identity amongst post-secondary students in the North York Area. Through engagement with participants who are currently enrolled in post-secondary education or participants that contribute towards the production of the post-secondary student experience, I explore how each participant comes to understand and experience the impact of food security or insecurity and its relationship with identity. I use interviews, observation, and personal narratives as my primary methods. This research contributes to a greater understanding of the various consequences and effects that food insecurity may have for post-secondary students, and to further propose practical steps towards improving the rising issue of food insecurity within the North York area.
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Prudencio, Jarred, and Michelle Kim. "Prescription Renewal Request Reviews by Student Pharmacists in a Family Medicine Clinic." Pharmacy 9, no. 4 (December 12, 2021): 197. http://dx.doi.org/10.3390/pharmacy9040197.
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Prescription renewal requests were reviewed by student pharmacists on advanced pharmacy practice experiences (APPE) at a primary care and family medicine clinic. Student pharmacists reviewed requests and triaged them to the respective primary care provider (PCP), along with any recommendations to optimize the medication regimen. This study aims to assess the acceptance of these recommendations as well as the student’s perception of this activity as a learning tool. A total of 35 4th-year pharmacy students participated in this activity during APPE rotations from May 2019 to March 2021. A total of 184 recommendations were made, with 128 (70%) being accepted by PCPs. Based on a post-rotation anonymous survey, students reported high levels of agreeance that this activity had a positive impact on their education in a variety of ways. This prescription renewal request review process has been shown to have a positive impact on patient care and clinic workflow while also providing pharmacy students with a helpful educational activity.
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Jampel, I. Nyoman, and Kadek Riza Puspita. "Peningkatan Hasil Belajar Siswa Sekolah Dasar Melalui Aktivitas Pembelajaran Mengamati Berbantuan Audiovisual." International Journal of Elementary Education 1, no. 3 (September 8, 2017): 197. http://dx.doi.org/10.23887/ijee.v1i3.10156.
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This experimental study aims to determine the effect of audiovisual aided observational learning activities in a scientific approach to student learning outcomes. The population of this research is all students of class V in pioneering primary school 2013 in Buleleng district which amounted to 330 students. The sample was determined using random sampling technique on 63 students. Research design using Post Test Only Control Group Design. Data collection using interview method, observation, documentation and test, but data analyzed that is test. The student test scores were the post-test average score for the experimental class of 29.25 and the control class of 22.45 which was then analyzed by t-test for independent sample with the polled variance formula so that t-calculated = 9,33 with relative effectiveness Amounted to 73.13%. T-test> t-table (9,33> 2,000). These results indicate that there is a significant effect of audiovisual -aided observation learning activities on the results of V grade students in SD Buleleng lesson year 2016/2017
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Matson, Kelly Lynn, Katherine Kelly Orr, Caitlin Marino, and Lisa Cohen. "The Effect of a Student Pharmacist Directed Health-Education Program for Elementary-School Children." INNOVATIONS in pharmacy 10, no. 4 (November 4, 2019): 6. http://dx.doi.org/10.24926/iip.v10i4.1457.
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Objective: The primary objective of this study was to measure the effect of an annual student pharmacist led elementary-school health education program by assessing children’s comprehension of educational sessions. Secondary objectives were to evaluate student pharmacists’ knowledge of health-related topics and practice skills.
Methods: Student pharmacists led interactive learning sessions for elementary school students on nutrition, physical activity, summer safety, hygiene, medication safety, and tobacco prevention. Pre- and post-intervention surveys were administered to measure change in knowledge of health promotion and healthy lifestyles. Student pharmacists also completed pre- and post-health education intervention surveys to measure change in self-perception of knowledge, confidence, and practice application of health-related topics and practice skills.
Results: Three-hundred and four elementary school children participated in the study with significant knowledge improvements observed in medication safety and tobacco prevention. Twenty-five student pharmacists completed surveys, resulting in a collective self-improvement in each area measured.
Conclusion: Interactive educational sessions led by student pharmacists have a positive impact on elementary school children’s knowledge. Student pharmacists also demonstrated professional growth through increased knowledge, confidence, and communication skills in interacting with pediatric populations.
Practice Implication: A co-curricular educational activity allowed student pharmacists to promote health and wellness to elementary students, a Healthy People 2020 goal, while also providing an opportunity to develop professional skills for future practice with pediatric patients.
Article Type: Original Research
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Katasila, Phichitra, and Kornwipa Poonpon. "The Effects of Blended Learning Instruction on Vocabulary Knowledge of Thai Primary School Students." English Language Teaching 15, no. 5 (April 22, 2022): 52. http://dx.doi.org/10.5539/elt.v15n5p52.
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The present study aimed to investigate the effects of blended learning instruction on vocabulary knowledge of Thai primary school students and students' perceptions toward learning vocabulary through blended learning instruction. A mixed-methods approach was used. Quantitatively, a single group pretest-posttest design was used to measure students' vocabulary knowledge after ten weeks of vocabulary lessons via blended learning instruction. The qualitative method focused on students' perceptions toward blended learning instruction. There were a total of eight student participants at a small school in Kosumphisai, Maha Sarakham province. Three students were in fifth grade and five students in sixth grade. Two research instruments were used in this study: a pre-and-post-test and an in-depth interview. The quantitative results revealed that the post-test score was higher than the pretest score. The blended learning instruction can improve the students' vocabulary knowledge. The qualitative results showed that students had positive attitudes toward blended learning instruction on vocabulary teaching.
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Septianingrum, Yurike, Nety Mawarda Hatmanti, and Andikawati Fitriasari. "THE EFFECT OF MUROTTAL QUR’AN ON MENSTRUAL PAIN IN NURSING STUDENT OF UNIVERSITAS NAHDLATUL ULAMA SURABAYA." Nurse and Health: Jurnal Keperawatan 8, no. 1 (May 25, 2019): 8–15. http://dx.doi.org/10.36720/nhjk.v8i1.55.
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Background: Primary dysmenorrhea is menstrual pain that is found without significant abnormalities in genital organs. More than 50% of women experience primary dysmenorrhea and 15% experience severe pain. Most women never have their primary dysmenorrhea examined by a doctor or midwife, arguing that this is something natural, even if this condition is left unchecked, symptoms of endometriosis will emerge that can affect women's fertility.Objectives: The purpose of this study was to examine the effect of Murottal Qur’an on menstrual pain in nursing students of UNUSA.Method: This study was an experimental research approach with pre-test post-test design at UNUSA. Research subjects of this study was recruited using simple random sampling who was included inclusion criteria. Research subjects in this study was of 32 students who were then divided into two groups, 16 students into intervention group and 16 students into control group. Data were collected by using observation with VAS. Data were analyzed by using sign test and Mann-Whitney U test.Results: The results showed that: 1) Score of VAS in intervention group post testwas less than pre test (p= 0,000), 2) Score of VAS in intervention group was less than control group (p= 0,006). Conclusion: Murottal Qur’an could reduce menstrual pain in nursing student of UNUSA. Further research, is expected that Murottal Qur'an can be compared with music therapy to reduce menstrual pain. Keywords: Menstrual pain, Murottal Qur’an, primary dysmenorrhea.
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Rangga, Yohana Bila, Sirli Mardianna Trishinta, and Arie Jefry Ka’arayeno. "Efektivitas Penerapan Terapi Musik Mozart (Violin Concerto) Terhadap Nyeri Haid Primer." Nursing News : Jurnal Ilmiah Keperawatan 5, no. 2 (August 19, 2021): 63–74. http://dx.doi.org/10.33366/nn.v5i2.2283.
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Menstrual pain is a symptom that occurs when hormone progesterone in the body is in balanced which can relief with classical music therapy. The purpose of this study was to determine the effect of Mozart music therapy on primary menstrual pain in students of the nursing Program at Tribuwana Tunggadewi University Malang. The research Science design used one-group pre-post test design. Samples are Student of Nursing Science program of UNITRI bortch 2020 which experienced menstrual used or primary menstrual pain amounted 30 people. Data collecting used purposive sampling. Instrument research used by observation level pain or NRS (numerical rating scale). Data analyzed by Marginal Homogeneity Test. The result of the study prove almost half the of student of nursing science program at tribhuwana tunggadewi university malang batch 2020 said the experienced level of primary menstruasi pain are very severe and most of them experienced severe level of paint. The result of marginal homogeneity test obtained ñvalue: (0,000) (0,005) so that there is on effect of therapy classical music mozart against primary menstrual pain on Student of Nursing Science Program At Tribhuwana Tunggadewi University Malang. Batch 2020. Based on this research, it is hoped that further researchers can ensure other factors that reduce the level of primary menstrual pain
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Mohammad Alim Ahaddin, Budi Jatmiko, and Zainul Arifin Imam Supardi. "The Improvement of Critical Thinking Skills of Primary School Students Through Guided Inquiry Learning Models with Integrated Peer Instructions." Studies in Learning and Teaching 1, no. 2 (August 31, 2020): 104–11. http://dx.doi.org/10.46627/silet.v1i2.39.
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This research aims to describe the improvement of critical thinking skills of primary school students in the learning model of teaching Inquiry integrated peer instruction. A research sample is a Grade 5 primary school student with a total of 40 students. Research methods use experimental research with one group pre-test and post-test design. Data collection techniques using tests. The data analysis technique uses statistic inferential. Based on the results of the calculations using N-Gain, it is gained that there is an increase in the critical thinking skills of primary school students, i.e. 12 students gained a high upgrade category and 28 students gained a moderate upgrade category. In addition, it is obtained that students experience the guidance of learning both individually and in class. The result of guided Inquiry model integrated peer instruction provided effect so that there has been an improvement of critical thinking in primary school students. Further research is expected that all students can obtain high increases.
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Govindarajan, Shella Devi, and Swee Choo Goh. "EFFECTS OF USING COOPERATIVE LEARNING (STAD) AND CONVENTIONAL LEARNING ON STUDENT ACHIEVEMENT AND ATTITUDE IN PRIMARY SCHOOL." International Journal of Modern Education 3, no. 11 (December 1, 2021): 01–23. http://dx.doi.org/10.35631/ijmoe.311001.
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This study aims to examine the effect of cooperative learning instructional methods (STAD) and conventional learning instructional methods on achievement and attitudes in the subject of Mathematics in Primary Schools. The objective of this study is to detect an instructional method of learning that can improve the achievement and attitudes of students since primary school in the subject of Mathematics. This study applies a time series quasi-experimental design. The research instruments used were pre-test, test 1, test 2, post-test, attitude questionnaires 1,2, and 3, and interview. The data analysis approach was evaluated using a one-way ANOVA to determine the differences between the experimental and control groups. The study findings for pre-test achievement for the cooperative group (n=40) were M = 38.20 (SD = 8.321), test 1 was M = 44.75 (SD = 8.20), test 2 was M = 55.28 (SD = 7.03), and post-test was M = 66.53 (SD = 9.48) while the mean conventional group (n=40) for pre-test was M = 42.20 (SD = 10.80) 1 min test M = 41.75 (SD = 10.07), 2 min test M = 41.78 (SD = 8.78) and post-test mean M = 43.33 (SD = 9.74). The findings of the questionnaire were questionnaire 1 M = 43.10 (SD = 9.17), questionnaire 2 M = 56.05 (SD = 3.47), and questionnaire 3 was M = 63.70 (SD = 3.79) for the treatment group while the control group was the questionnaire 1 M = 40.33 (SD = 10.63), questionnaire 2 M = 45.44 (SD = 8.63) and questionnaire 3 mean value M = 48.71 (SD = 7.66). Findings of the study through interviews also showed that there were significant differences in favor of the cooperative group in student achievement and student attitudes. The results showed that students in cooperative learning classes outperformed conventional learning students.
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Mc Ginley, Hannagh, and Elaine Keane. "“The School for the Travellers and the Blacks”: Student and Teacher Perspectives on “Choosing” a Post-Primary School with a High Concentration of Disadvantage." Education Sciences 11, no. 12 (November 30, 2021): 777. http://dx.doi.org/10.3390/educsci11120777.
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Since the formation of the Irish State, the participation and attainment in education of members of the Irish Traveller community have been low. In terms of school-related factors, research points to Travellers perceiving the curriculum as irrelevant, experiencing problematic relationships with peers and teachers, a strong sense of not belonging, and low teacher expectations. This paper draws on the findings of a wider study which explored how an intercultural approach to education was conceptualised and enacted, with particular reference to Travellers, in one urban DEIS (disadvantaged) post-primary school in the West of Ireland (St. Greg’s) with a highly diverse student population. Located in the interpretivist/constructivist paradigm, and informed by critical race theory, an in-depth qualitative case study research design was employed. Data collection involved twenty-eight semi-structured interviews with teacher and student participants, including Traveller and “other” minority ethnic students, as well as White settled Irish students. Data analysis involved several coding stages, and the development of categories. In this paper, we examine one of the categories, the participants’ perceptions of the school as being a school “for the Travellers and the Blacks” and its “reputation” in this regard, as well as the factors impacting the “choice” of the school by different groups of students. Both teacher and student participants were aware of the school’s negative reputation and how this was associated with the socio-demographic composition of its student population. Regarded as the school “for the Travellers and the Blacks”, it was seen as a “tough” school and one in which academic expectations were low. Choosing St. Greg’s was perceived as being related to having a family history of attending the school, not being able to access other schools, and the school providing supports and “freebies”. The findings are discussed in the context of previous research, focusing in particular on critical issues of school socio-demographics, reputation, and choice. The paper concludes with observations about the problematic nature of Ireland’s increasingly segregated schooling system and recommendations about how the education system might better work to include and support Traveller and other minority ethnic students in post-primary education.
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Roberd, Amyzee, and Roslinawati Roslan. "Social Media and Primary School Science: Examining the Impact of Tiktok on Year 5 Students' Performance in Light Energy." International Journal of Social Learning (IJSL) 2, no. 3 (August 30, 2022): 366–78. http://dx.doi.org/10.47134/ijsl.v2i3.173.
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Using social media as an instructional option has attracted great attention. Nevertheless, little is known about how social media applications such as TikTok support student learning in science. This action research investigated the impact of TikTok lessons on students' performance in light energy. It also explored students' perceptions of using TikTok in science learning. A total of 14 conveniently sampled Year 5 students from one of the primary schools in Brunei Darussalam participated in this study. Data were collected through a pretest, post-tests, observations, and interviews and analyzed using One-way Repeated Measures ANOVA and thematic analysis. The TikTok interventions improved students' performance in light energy, with post-test higher than pretest scores. The students had a positive perception of the TikTok intervention provided. TikTok is regarded as user-friendly, and the TikTok lessons are collaborative, engaging, and fun. Implications are discussed.
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Saeed Sanad, Fatema, Fatima Ahmed Aljasim, and Huda Soud AlHendal. "The effect of an enrichment unit on climate change awareness and basic science process skills among gifted female primary school students." International Journal of Childhood, Counselling and Special Education 3, no. 1 (September 2021): 32–46. http://dx.doi.org/10.31559/ccse2021.3.1.3.
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This study investigated how introducing climate change-themed lessons into the curriculum of gifted primary school females in Bahrain affected Climate Change Awareness and Basic Science Process Skills. Students included Students included 40 gifted sixth grade females divided into two groups: a 20-student experimental group and a 20-student control group. Basic Science Process Skills Activities and Climate Change Awareness Scale were used as the pre- and post-test to measure the science skills and climate change awareness among both groups. The experimental group received the enrichment unit. The Mann-Whitney & Wilcoxon tests showed that Significant differences emerged between experimental and control groups on the climate change awareness scale, but not in the behavioral domain of the scale. Possible explanations are included.
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Qiang, Wang, Chen Zehang, and Qi Xianglin. "Improving Chinese students’ English reading through graded readers." Language Teaching for Young Learners 2, no. 2 (July 8, 2020): 262–301. http://dx.doi.org/10.1075/ltyl.19022.wan.
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Abstract Primary English in China has been in practice since 2001. Despite the success of widespread provision, there have been concerns regarding the quality of students’ learning. To enhance English literacy in schools, a national English reading project chaired by university teacher educators using graded readers was introduced to accompany mandated coursebooks in 2014 initially among a few schools then quickly expanded to thousands. The participating schools were guided to use English graded readers in primary classrooms in collaborative projects with university teacher educators. This paper reports a case study based on a project school in a suburb of Beijing with a cohort of 290 Grade 4 students and their 8 English teachers. The study investigated changes the reading project has brought to the students and teachers between 2017 to 2019. Data collected include three reading test results (pre-, mid-, and post-), and a post-project student questionnaire. Data collected concerning the 8 teachers included classroom observations, teachers’ lesson plans and post project narrative reports. Analyses were closely linked to how students’ literacy developed, including their reading ability, interests, habits, and creative thinking. Changes in the teachers’ views and their teaching practices were also examined.
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Widdyusuf, Leo, M. Muktiarni, and Jonah Mupita. "Earthquake Disaster Preparedness for Students of Junior High School." ASEAN Journal of Science and Engineering Education 2, no. 2 (February 10, 2022): 129–36. http://dx.doi.org/10.17509/ajsee.v2i2.38679.
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Disaster preparedness is one of the actions to reduce the impact of disasters, especially earthquakes. One of the locations that has a risk of fatalities is the school. This study aims to determine the level of knowledge of students regarding student preparedness in an earthquake disaster and provide guidance. This research was conducted using quantitative descriptive techniques and primary data collection techniques random sampling obtained from 102 student respondents. From the comparison of the pre-test and post-test, the students showed an increase in grades that had entered the good category with an average percentage of students above 70%. This happened because of the provision of earthquake disaster preparedness materials to the students. The results showed that the level of knowledge students in preparedness for earthquake natural disasters was in good category.
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Felix Chama, Adana’a. "Application of Sampling Technique to Teacher-Student Ratio in Post Primary Schools of Adamawa State, Nigeria." Mathematical Modelling and Applications 5, no. 1 (2020): 8. http://dx.doi.org/10.11648/j.mma.20200501.12.
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McLoughlin, Kevin, and Margaret Farren. "An Action Research Enquiry into the potential of SolidWorks in the teaching of rotation in Junior Certificate Technical Graphics." International Journal for Transformative Research 7, no. 1 (December 1, 2020): 26–35. http://dx.doi.org/10.2478/ijtr-2020-0004.
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Abstract Technical Graphics is one of the technology subjects taught at Junior Certificate level in post- primary schools in Ireland. The Junior Certificate examination is held at the end of the Junior Cycle in post-primary schools, which caters for students aged from 12 to 15 years. As a teacher of Technical Graphics for the past seven years, I have gained a great understanding and insight into the different topics in the subject and how they are perceived by students. I concur with the State Examinations Commission report (2008) that students lack an understanding of the rotation element of transformation geometry, one of the six topics covered on the Junior Cycle Technical Graphics course. The purpose of this study is to implement a new teaching methodology through the use of SolidWorks in an effort to improve the students’ visualization, spatial awareness and understanding of transformation geometry. I engaged in an action research study of my own practice as I investigated if SolidWorks could actually be used at Junior Certificate level to improve student understanding of transformation geometry. The action research took place over a five-week period and included three cycles of research. The research was carried out with a third-year Junior Cycle group aged between fifteen and sixteen years of age and all students in the class took part in the study. The first stage of the research examined student progress as they worked through the topic following teacher instruction on SolidWorks. The second stage of the research examined the students’ progress as they used the software for themselves. I carried out an assessment task with students towards the end of the study, which showed that student learning had improved in comparison to previous years.
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McLoughlin, Kevin, and Margaret Farren. "An Action Research Enquiry into the potential of SolidWorks in the teaching of rotation in Junior Certificate Technical Graphics." International Journal for Transformative Research 7, no. 1 (December 1, 2020): 26–35. http://dx.doi.org/10.2478/ijtr-2020-0004.
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AbstractTechnical Graphics is one of the technology subjects taught at Junior Certificate level in post- primary schools in Ireland. The Junior Certificate examination is held at the end of the Junior Cycle in post-primary schools, which caters for students aged from 12 to 15 years. As a teacher of Technical Graphics for the past seven years, I have gained a great understanding and insight into the different topics in the subject and how they are perceived by students. I concur with the State Examinations Commission report (2008) that students lack an understanding of the rotation element of transformation geometry, one of the six topics covered on the Junior Cycle Technical Graphics course. The purpose of this study is to implement a new teaching methodology through the use of SolidWorks in an effort to improve the students’ visualization, spatial awareness and understanding of transformation geometry.I engaged in an action research study of my own practice as I investigated if SolidWorks could actually be used at Junior Certificate level to improve student understanding of transformation geometry. The action research took place over a five-week period and included three cycles of research. The research was carried out with a third-year Junior Cycle group aged between fifteen and sixteen years of age and all students in the class took part in the study. The first stage of the research examined student progress as they worked through the topic following teacher instruction on SolidWorks. The second stage of the research examined the students’ progress as they used the software for themselves. I carried out an assessment task with students towards the end of the study, which showed that student learning had improved in comparison to previous years.
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Putra, I. G. N. Pt Adi Laksana. "Pengaruh Model SFAE Berorientasi Tri Hita Karana Terhadap Hasil Belajar IPA." Jurnal Ilmiah Sekolah Dasar 3, no. 2 (June 18, 2019): 202. http://dx.doi.org/10.23887/jisd.v3i2.17773.
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This study aimed at investigating the effect of Student Facilitator and Explaining (SFAE) technique based on Tri Hita Karana towards students’ science achievement in fifth grade of Buleleng district primary schools cluster XV academic year 2017/2018. This study was an experimental study utilizing non-equivalent post-test only control group design. The population of this study was fifth graders of Buleleng district primary schools cluster XV and the sample of this study was fifth graders of SD Negeri 2 Kalibukbuk as the experimental group and fifth graders of SD Negeri 3 Anturan as the control group. The data collection was utilizing instrument in the form objective test. Then, the obtained data was analysis using both descriptive and inferential (t-test) statistical analysis. The result showed that there was a difference of mean score between both groups. The mean score for experimental group was 23,12 while the mean score for control group was 16,21. Furthermore, hypothesis testing showed that tobs>tcv (tobs=6,821 > tcv=1,99962). Based on the result of the study, it can be concluded that there was a significant difference on students’ science achievement between the students taught using Student Facilitator and Explaining (SFAE) technique based on Tri Hita Karana and the students taught without Student Facilitator and Explaining (SFAE) technique based on Tri Hita Karana at fifth graders of Buleleng district primary schools cluster XV academic year 2017/2018
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Expósito López, Jorge, Ramón Chacón-Cuberos, María Elena Parra-González, Eva María Aguaded-Ramírez, and Alfonso Conde Lacárcel. "Tutorial Action and Emotional Development of Students as Elements of Improved Development and Preventing Problems Related with Coexistence and Social Aspects." European Journal of Investigation in Health, Psychology and Education 10, no. 2 (May 23, 2020): 615–27. http://dx.doi.org/10.3390/ejihpe10020045.
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Integral development of students is promoted through tutorial action. Tutorial action is understood as the personal development of students, their learning, and their capabilities for social and labour integration. A descriptive, nonexperimental and ex post facto design was used. The sample consisted of 569 primary school students. The importance of emotional education and student tutoring was highlighted by the results produced. A relationship was established between working on emotions and emotional regulation, cognitive re-evaluation, and capacity to respond in an emotionally appropriate way when faced with different situations.
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Mak, Vivienne, Daniel Malone, Nilushi Karunaratne, Wendy Yao, Lauren Randell, and Thao Vu. "A Video-Based Reflective Design to Prepare First Year Pharmacy Students for Their First Objective Structured Clinical Examination (OSCE)." Healthcare 10, no. 2 (January 31, 2022): 280. http://dx.doi.org/10.3390/healthcare10020280.
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We explored the use of a video-based reflective design in preparing first-year pharmacy students for their Objective Structured Clinical Examination (OSCE) in Victoria, Australia. This involved pre-workshop activities (a recording of themselves simulating the pharmacist responding to a simple primary care problem, written reflection, review of the OSCE video examples and pre-workshop survey); workshop activities (peer feedback on videos) and post-workshop activities (summative MCQ quiz and post-workshop survey). These activities took place three weeks before their OSCE. A mixed-method study design was employed with quantitative and qualitative analyses of the surveys and a focus group. A total of 137 students (77.4%) completed the pre- and post-workshop surveys, and ten students participated in the focus group. More student participants (54%) reported feeling prepared for the OSCE post-workshop than pre-workshop (13%). The majority (92%) agreed that filming, watching and reflecting on their video allowed them to learn and improve on their skills for the OSCE. The regression analysis found that video recording submissions and written reflections correlated positively with student OSCE performances, and the video-based reflective design learning experience was perceived to be beneficial in multiple ways. Thematic analysis of the focus group data revealed that students acquired metacognitive skills through the self-assessment of their video recordings, developed an awareness of their learning and were able to identify learning strategies to prepare for their first OSCE. Fostering students’ feedback literacy could be considered in future educational designs.
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Chuang Tong, Liew, Mohd Shafie Rosli, and Nor Shela Saleh. "Enhancing HOTS using Problem-Based Learning and Digital Game in the Context of Malaysian Primary School." International Journal of Interactive Mobile Technologies (iJIM) 16, no. 02 (January 28, 2022): 101–12. http://dx.doi.org/10.3991/ijim.v16i02.27677.
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Learning in the 21st century emphasize on development of higher order thinking skills such as problem-solving skills with substantial highlight was given toward student-centred approach. Digital game and problem-solving activities are an ideal combination of student-centred approach which facilitate active participation for students to practice and develop their thinking skills. This study was conducted to investigate the effect and the process of using digital game and problem-based learning skills to enhance higher order thinking skills in primary school student in the context of Malaysia. A preliminary study was conducted to 50 samples to collect data about their current higher order thinking skills level. The result shows samples are good in identify problem and solution, but weak in decision making and reasoning. To study the effect of digital game and problem-based learning combined in enhancing higher order thinking skills, a pre-test and post-test was conducted to 35 samples before and after three sessions of digital game problem-based learning section. After running a paired sample t test upon the pre-test and post-test, the result show that the combination of digital game and problem-based learning have significant effect in enhancing higher order thinking skills. To understand samples’ learning process, reflection journal was used after each learning section and an interview was conducted following the post-test. The data gathered indicate samples do enjoy learning with digital games and problem-based learning, and they agreed the approaches help them to learn better. However, they expected for more exciting games and group activities in the future. This study opens a gateway for developing student-centred and fun learning approach that beneficial toward student’s higher order thinking skills.
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Danielsson, Anna T. "Science for whom? Case studies of two male primary school student teachers’ constructions of themselves as teachers of science." Nordic Studies in Science Education 9, no. 2 (November 18, 2013): 145–55. http://dx.doi.org/10.5617/nordina.766.
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This paper investigates intersections of gender and the teaching and learning of science in case studies of two male primary school student teachers, exploring how these student teachers negotiate identities as teachers of science. The project works from dual theoretical starting points. Firstly, the project is founded in a feminist post-structural understanding of gender as performative, something ‘done’ in a social context rather than an inherent characteristic of a person. Secondly, learning is, following situated learning theory, conceptualised as involving the constitution of an identity. Empirically, the paper draws on semi-structured interviews with two primary school student teachers specialising in science. The paper explores the two student teachers’ classed and gendered interpretations of school science, in particular how they use these interpretations as a means for them as male teachers to fit into the primary teacher role with its feminine connotations. Finally, some implications for teacher education are discussed.
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Ariesta, Freddy Widya. "Effectiveness of E-Learning Media to Improve Learning Outcomes Natural Science in Primary Schools." Journal of Education Research and Evaluation 3, no. 2 (August 18, 2019): 88. http://dx.doi.org/10.23887/jere.v3i2.17203.
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This study aims to determine the effectiveness of the application of e-learning media in science lessons on the learning outcomes of fourth-grade students in primary school. Experimental research was conducted for four weeks with learning using e-learning media as an experimental group (n = 32) and using book-based learning as a control group (n = 30). This study used a quasi-experimental method with a pre-test and post- test control group design. The research instrument was taken from observations and scores on student learning outcomes. The data were analyzed using quantitative statistical tests. Based on the data, the researchers know that a teacher plays an important role in developing student learning media through ICT-based e-learning learning design. Also, the results of the study based on the Mann-Whitney N-gain score of students' comprehension ability obtained a significance value of 0.00 <α = 0.05. So that H0 was rejected. This result shows that the ability of students to understand science using e-learning media is significantly better than students who get book-based learning.
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Comp, Geoffrey, Kateland Townley, Eric Blazar, Taylor Webb, Mark Keuchel, Bikash Bhattarai, Amrita Vempati, Michael Epter, and Katherine Holmes. "Virtual Town Hall Meetings to Convey Emergency Medicine Residency Program Information to Students." Western Journal of Emergency Medicine 23, no. 4 (July 13, 2022): 525–31. http://dx.doi.org/10.5811/westjem.2022.4.54637.
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Background: Applying to emergency medicine (EM) residency programs as a medical student is challenging and complicated in a normal year, but the 2020/2021 application cycle was further complicated by the COVID-19 pandemic. Due to the decrease of in-person opportunities for students to connect with residency programs, virtual “town-hall” meetings were developed. In this study our primary objective was to determine whether attendance at a virtual residency program information session improved the perceived knowledge of curriculum information and program exposure to medical students applying to an EM residency. Methods: Four study sites hosted a total of 12 virtual events consisting of residents, faculty, or both. Standardized pre-event/post-event surveys were conducted to capture medical student perceptions before/after each of the virtual sessions. Apart from measuring the improvement in students’ perceived knowledge of a program by gauging their responses to each question, we used a 10-question composite score to compare pre- vs post-event improvement among the participants. Results: The pre-event survey was completed by 195 attendees, and the post-event survey was completed by 123 attendees. The median and mean composite score to this 10-question survey improved from 32.19 to 45, and 31.45 to 44.2, respectively, in the pre- to post-event survey. Conclusion: This study showed improvement of medical students’ perceived knowledge of residency programs (reflected as increased agreement from pre- to post-event survey). The data demonstrates through question responses that students not only obtained information about the programs but also were able to gain exposure to the culture and “feel” of a program. In a non-traditional application season in which students are unable to pursue their interest in a program through audition rotations, virtual town hall events, along with other asynchronous events, may be a reasonable approach to increasing medical student understanding and awareness of a program and its culture.
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Putri, Hafiziani Eka, Erna Suwangsih, Puji Rahayu, Gia Nikawanti, Elfriyani Enzelina, and Mukhamad Ady Wahyudy. "Influence of Concrete-Pictorial-Abstract (CPA) Approach on the Enhancement of Primary School Students’ Mathematical Reasoning Ability." Mimbar Sekolah Dasar 7, no. 1 (April 26, 2020): 119–32. http://dx.doi.org/10.17509/mimbar-sd.v7i1.22574.
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This research is motivated by the importance of mathematical reasoning abilities for primary school students. This research aims at looking at the effect of the Concrete-Pictorial-Abstract (CPA) approach on the enhancement of mathematical reasoning abilities of primary school students. This research method is a quasi-experiment with pre-test and post-test control group design in Mathematics subjects with the theme of data presentation. The research sample consisted of 121 fifth grade students in two primary schools in Bekasi Regency. The test and non-test instruments were involved in this research. The results revealed that there wasthe influence between the CPA approach and students' mathematical reasoning abilities, and the achievement and enhancement of mathematical reasoning abilities of students who got learning with the CPA approach werebetter than students who got conventional learning based on all student review and a category of Prior Mathematical Ability (PMA) high, moderate and low. In conclusion, the mathematical reasoning ability of primary school students can be improved by applying the CPA approach.
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Daniels, Natasha, and Pádraig MacNeela. "Students’ Views of the Promoters and Barriers to First Year College Persistence in Ireland: A Partnership Study." Student Success 12, no. 1 (March 15, 2021): 56–71. http://dx.doi.org/10.5204/ssj.1211.
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Navigating the transition to college and persisting is crucial to student college success. This research aims to explore the promoters and barriers to first year persistence, the student support needs in relation to these promoters and barriers, who students need the support from and when support is particularly needed. A participatory methodological approach was central to the study, carried out through a partnership with a cohort of 28 second year students to retrospectively explore the first-year college experience in Ireland. Participatory workshops conducted with the students identified persistence promoters, including being on the right course, gaining independence, academic supports, and connection to home. Barriers included being on the wrong course, anxiety, and lack of motivation to first year student persistence. These factors were further developed by the students to identify support solutions, personnel they need support from, and a three-pronged delivery solution, beginning in post-primary school through preparation for the transition to college. While confirming previous international studies, the research adds a novel understanding of the first-year student experience towards persistence and highlights the value and importance of giving students the space to share their original and detailed perspective of first year, as a student perspective supporting solutions for better higher educational outcomes.
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Mohamad Ghazali, Nor Diyana Syafiqah, and Ahmad Fadli Saad. "Online Student Performance System integrating Multidimensional Data Visualization and Chatbot for Primary School." International Journal of Artificial Intelligence 9, no. 2 (December 19, 2022): 63–73. http://dx.doi.org/10.36079/lamintang.ijai-0902.457.
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Today's technology has improved to the point that it can be utilized to execute many activities in daily life with minimum effort, and the world has acknowledged the worth of education in one's life. The schools have to analyze student performance manually, which requires a lot of time and effort from teachers to work on. However, the increasing amount of student data becomes difficult to analyze using traditional statistical techniques and database data management tools. The objective of this project is to study the current problems in the online student performance system. A preliminary survey of 30 respondents was conducted in order to gather information based on previous user experiences with the online student performance system. The next objective is to develop an Online Student Performance System integrating Multidimensional Data Visualization and Chatbot for Primary School using Web Development Life Cycle that can visualize student performance systems to assist teachers and parents. Following that, this project employed a tool based on Multidimensional Data Visualization techniques. Google Charts and Dialogflow were used in this project to visualize the dashboard and construct a chatbot for the system. The last objective is to evaluate the usability of the system. There are three experts to test the project usability using the Post-Study System Usability Questionnaire (PSSUQ). The findings of the project can be used as a guideline to improve the system in the future. Overall, this project will assist teachers and parents in obtaining information about their students’ academic performance. The data about the students' performance can be displayed in the dashboard as a chart, graph, or diagram, and they can also communicate with the chatbot if they require assistance or guidance in using the system and obtaining their students' performance.
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So, Kit Ying, Hiu Fai Ko, Cindy Sin Yui Tsui, Chi Yeung Yeung, Yee Ching Chu, Veronica Ka Wai Lai, and Anna Lee. "Brief compression-only cardiopulmonary resuscitation and automated external defibrillator course for secondary school students: a multischool feasibility study." BMJ Open 10, no. 10 (October 2020): e040469. http://dx.doi.org/10.1136/bmjopen-2020-040469.
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ObjectivesThis study assessed the feasibility and preliminary efficacy of a 2-hour compression-only cardiopulmonary resuscitation and automated external defibrillator (CO-CPRAED) course in secondary school students.DesignProspective pre-post feasibility study.Setting and participants128 students (12–15 years old) without prior basic life support (BLS) training at four secondary schools in Hong Kong. All students were followed up at 3 months after training.InterventionsEmergency medicine-trained nurse and physicians taught the 2-hour CO-CPRAED course using the American Heart Association ‘CPR in School Training Kit’ programme. Students were trained in groups up to 40 students/session, with an instructor to student ratio not exceeding 1:10. To practise hands-on compressions, the manikin to student ratio was 1:1. For a simulated cardiac arrest, the manikin and AED to student ratio was 1:10.Primary and secondary outcomesCPR and AED knowledge, attitude statements towards bystander CPR and AED, quality of BLS performance skills during training and at 3 months.ResultsSome students (46%) knew how deep to push on an adult chest when doing CO-CPR before training. The course was associated with an increase in knowledge score (pretraining 55%, post-training 93%; adjusted mean difference (MD) 38%, 95% CI 33% to 43%; p<0.001). Most students (68%) thought that CPR education in senior secondary school was essential before training. The students had a very positive attitude towards CPR; no change in the mean (SD) attitude score out of 30 over time (pretraining 27.2 (2.5), post-training 27.6 (2.7); adjusted MD 0.5, 95% CI −0.1 to 1.0; p=0.132). Most students were competent in performing BLS immediately after training (77%) and at 3 months (83%) (adjusted MD 6%, 95% CI −4% to 15%; p=0.268).ConclusionsThe results demonstrate the feasibility of scaling up the number of secondary schools trained in a brief CO-CPRAED course within the local school curriculum.
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Roberts, Nicky, and Jerry Maseko. "From measuring impact to informing course design: The second design trial of the Maths Intensive course." Journal of Education, no. 87 (July 25, 2022): 1–22. http://dx.doi.org/10.17159/2520-9868/i87a05.
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This paper describes the changes made to the administration of assessments in the second design trial of the Maths Intensive course at a comprehensive university in South Africa because of Covid-19. The course was designed in direct response to poor attainment in the Primary Teacher Education project's mathematics test. Building on positive findings of improved attainment evident in the first design cycle, the Maths Intensive course was further refined for a second cohort of students, and shifts in attainment were once again analysed. The Covid-19 lockdown meant that student could not write the post-test on campus. As a result, the post-test data were not used to measure impact but, instead, were used to establish what the student teachers knew and were able to do at the end of the course. The Maths Intensive test framework mapped the test items to the learning outcomes for the course. Facility scores revealed areas where students were capable and areas where they still required support. The assumption that students would use calculators in un-invigilated circumstances was challenged, and requires further research. These findings may be of interest to lecturers and teachers seeking to develop assessment reports that provide useable information to improve their instructional design and teaching practice. They may also be of interest to academics and training providers designing mathematics education programmes for initial teacher education or for ongoing professional development courses for teachers in primary schools.
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Atchia, Shakeel Mohammad Cassam, and Vinayagum Chinapah. "Factors Affecting Academic Achievement of Secondary School Students in Mauritius." Journal of Education and Research 9, no. 1 (March 15, 2019): 70–90. http://dx.doi.org/10.3126/jer.v9i1.28825.
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This paper analyses the contextualised determinants affecting the academic achievement of secondary school students in Mauritius. A mixed methodology was used to understand the effect of the determinants on students’ achievement considering the academic progression of learners from one point (CPE: Examination marking the end of primary schooling) to another (NG9A: Checkpoint assessment after three years of secondary schooling). The first phase had a non-positivist epistemological stand using the qualitative method of ‘focus group discussion’ to identify the determinants and then validate the TIMSS questionnaire. The second phase had a post-positivist epistemological stand where an amended version of the standardised international questionnaire TIMSS was administered to collect data from a sample of 600 students. The primary data were analysed to produce a Linear Multiple Regression Model. The findings reveal that 90.1% achievement can be explained by the variables of school leadership, student, socio-economic factor, and teacher (R square = 0.9.1; p < 0.05). The model shows that school leadership has a higher positive correlation on (β=0.419) students’ achievement followed by student factor (β= 0.227), tuition teacher (β= 0.154), school teacher (β= 0.117) and socioeconomic status (β= 0.048).
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Herbert, Sandra. "Overcoming Challenges in Assessing Mathematical Reasoning." Australian Journal of Teacher Education 46, no. 8 (August 2021): 17–30. http://dx.doi.org/10.14221/ajte.2021v46n8.2.
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Despite mathematical reasoning being necessary for in-depth understanding of mathematical concepts, many teacher experience difficulty in assessing it. Data were collected from 34 primary teachers at 4 Victorian government schools at two post- lesson reflective sessions following lessons with a focus on reasoning. These sessions facilitated teachers’ collaborative efforts to assess their students’ reasoning from students’ work samples. The data included transcripts of all the reflective sessions; written work samples; and associated completed rubrics. Analysis of these data enabled identification of seven challenges teachers experienced in assessing reasoning: Limited guidance provided by curriculum documents; Teachers’ knowledge of reasoning; Teacher noticing and interpretation of student reasoning; Students’ difficulties in articulating their reasoning; Assessing progress in reasoning; Inadequacy of work samples; and Challenges in tracking and reporting student progress in reasoning. The discussion presents strategies to overcome these challenges.
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Pernin, Thomas, Melissa Dominicé Dao, Boris Cheval, Delphine Courvoisier, Dagmar M. Haller, Françoise Narring, Tiziana Farinelli, Jean-Michel Gaspoz, Yves Jackson, and Idris Guessous. "The ABC of Primary Care for University Students: a 3-Step Structured Approach at Geneva University Hospitals." SN Comprehensive Clinical Medicine 3, no. 9 (April 29, 2021): 1870–80. http://dx.doi.org/10.1007/s42399-021-00926-z.
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AbstractUniversity and college students present specific health issues with vulnerabilities related to mental health and sexual health, risk-taking behaviors, and delayed access to primary care. A new student outpatient clinic was created in September 2016 at Geneva University Hospitals to respond to the health needs of this population. We present here the clinical management framework developed for a primary care consultation with students. A 3-step approach (ABC) was designed by expert consensus using different sources. A post-consultation satisfaction survey was conducted among students attending the clinic. The approach proposed 3 steps comprising general information, social evaluation, and preventive care. The importance of offering modern means of communication (online appointments, email exchanges with clinicians) was emphasized by experts. The question of cultural identity and connectedness was also addressed, especially for international students or those coming from a different Swiss region. In November 2018, a survey conducted among 128 patients out of 449 consultations showed that 94.5% agreed or totally agreed to recommend the consultation to fellow students, and 89% considered that care providers adequately addressed their specific student-related issues. A specific approach is needed in primary care for university/college students requiring particular competences across several domains. Our findings suggest that our approach is effective to cover the main health challenges faced by students. A comparison of the outcomes of this novel 3-step primary care consultation approach with non-structured approaches should be evaluated in future studies, including clinician’s satisfaction, elements of patient’s participation to governance, and medico-economic aspects.
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Ganaprakasam, Charles, and Tinagaran Selvaraja. "Cognitive Behavioural Group Therapy on Test Anxiety Among Primary School Students." Malaysian Journal of Social Sciences and Humanities (MJSSH) 5, no. 6 (June 14, 2020): 61–67. http://dx.doi.org/10.47405/mjssh.v5i6.427.
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In an examination-oriented culture, test anxiety becomes a vital hindrance among students, leading to them developing a false belief concerning their innate capabilities. By implementing cognitive behavioral group therapy, students will develop a positive outlook and reduce test anxiety. The present study was aimed at examining the effectiveness of cognitive behavioral group therapy in alleviating test anxiety among primary school students. The study employed one-group pretest-posttest design. The sample of this study consists of forty (n=40) primary school students. Before cognitive behavioral group therapy, respondents completed the Westside Test Anxiety Scale (Driscoll, 2004). Respondents participated in four sessions of cognitive behavioral group therapy. Afterwards, the Westside Test Anxiety Scale was administered as a post-test. Findings revealed a reduction in test anxiety scores among the respondents who have received cognitive behavioral group therapy. Based on these findings, training of this paradigm should be implemented at primary school level as a preventative initiative to alleviate student test anxiety. The results of the present study are encouraging and should be re-examined with a larger sample size.
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Woolley, Richard. "Tackling Controversial Issues in Primary Education: Perceptions and Experiences of Student Teachers." Religions 11, no. 4 (April 11, 2020): 184. http://dx.doi.org/10.3390/rel11040184.
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This paper considers the nature and definition of controversial issues in primary education, exploring how they may be deemed controversial in different ways according to context. Drawing on research undertaken with student teachers in their final year of study at universities in England, it explores the issues that they feel apprehensive about facing in their first teaching post and those that they feel it is important to explore with children. It identifies issues relating to relationships, religion and belief and bereavement as being of significant concern, suggesting priorities for teacher training courses and contrasting these with research undertaken a decade earlier.
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Harsh, Joseph, John J. Esteb, and Adam V. Maltese. "Evaluating the development of chemistry undergraduate researchers’ scientific thinking skills using performance-data: first findings from the performance assessment of undergraduate research (PURE) instrument." Chemistry Education Research and Practice 18, no. 3 (2017): 472–85. http://dx.doi.org/10.1039/c6rp00222f.
Full textAbstract:
National calls in science, technology, engineering, and technology education reform efforts have advanced the wide-scale engagement of students in undergraduate research for the preparation of a workforce and citizenry able to attend to the challenges of the 21st century. Awareness of the potential benefits and costs of these experiences has led to an emerging literature base outlining gains in participants’ cognitive, affective, and conative domains to support the impact of undergraduate research for students of all backgrounds; however, the majority of this work has relied on self-report data limiting inferences to the causal effects on student learning. As part of a larger project on apprentice-like undergraduate research experiences (UREs) in the physical sciences, the present exploratory study complemented indirect self-report data with direct performance data to assess the development of chemistry students’ scientific thinking skills over a research experience. Performance data were collected using the Performance assessment of Undergraduate Research Experiences (PURE) instrument, a validated tool designed to assess changes in chemistry students’ analytical and data driven decision-making skills through open-response tasks situated in real-world problems from primary literature. Twenty-four summer research students in chemistry (46% women; 50% 1st/2nd year students; 42% first time URE participant) from seven colleges and universities provided baseline and post-intervention performance data. Differences in pre/post-response task correctness provided a direct measure of individual changes in student competencies. Early study findings indicate the positive contributions of UREs to student's competencies in the areas of problem-solving, experimental design and the use of research techniques, data analysis and the interpretation of results, and the evaluation of primary literature. Survey data were also collected on students’ self-skill ratings to allow comparisons between perceived and demonstrated competencies, which were found to be weakly correlated. This work begins to offer direct evidence to the effect of UREs on student learning progressions as well as the potential use of performance test data in evaluating the success of research training interventions designed to improve scientific thinking skills.