Journal articles: 'Primary school boys'

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Maynard, Trisha, and Kathy Lowe. "Boys and writing in the primary school." Education 3-13 27, no. 2 (June 1999): 4–9. http://dx.doi.org/10.1080/03004279985200131.

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Ismail, Zafar H. "Gender Differentials in the Cost of Primary Education: A Study of Pakistan." Pakistan Development Review 35, no. 4II (December 1, 1996): 835–49. http://dx.doi.org/10.30541/v35i4iipp.835-849.

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The paper examines the differences in the cost of primary education by gender and by province. It shows that the growth in enrolment outstrips the growth in the relevant population cohort, except in Sindh, and that this is faster in the case of girls than boys; that the school construction programme for girls in Sindh, unlike other provinces, outstrips the growth in female teacher employment. This is also seen in the boys’ school in Pakistan. Cost of providing education are a function of the availability of teachers and schools, opportunity cost of employment, urbanisation and female literacy. The growth in both recurring and capital outlays and in output costs per student are higher for girls and boys except in Balochistan. Using a pooled time series and analysis the paper concludes that there is an optimal level for the availability of schools per 1000 population [6.02 and 5.67 respectively for girls and boys in the Punjab and 3.88 for boys in NWFP and Balochistan] and for the number of teachers per 1000 students [7.69 for girls and 3.36 for boys]. It suggests the policy prescription to reallocate resources to employing more teachers for boys for greater cost effectiveness.

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Okello, Petra Atieno, and Esther Waithaka. "Role of Boys’ Empowerment on Academic Achievement among Lower Primary School Boys in Mombasa County, Kenya." International Journal of Current Aspects 3, no. III (June 28, 2019): 154–74. http://dx.doi.org/10.35942/ijcab.v3iiii.37.

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Boy child empowerment is a topic that is emphasized among many educationists today. It has been proven that pupils who receive proper empowerment tend to excel academically as compared to their counterparts who do not. Boys and girls need to be targets in these empowerment programmes. However, in recent years, it has been observed that boys are usually left out of the school empowerment programmes. There is no much research to explain if this is the reason as to why the academic achievement of boys in the recent years is dwindling while girls within same schools perform very well. This study sought to interrogate if there is any relationship between empowerment of the lower primary schoolboys child and his academic performance. The theory that guided this study is the empowerment theory by Zimmerman. Gaps identified in the literature reviewed include; first, there is no ready literature directly relating the role of male teachers and the academic achievement of boys. Secondly, there is also no adequate literature showing whether boys taught by predominantly female teachers perform dismally in academics. The role of attitude is not adequately researched in relation to the variables under this study. There is evidently a gap in knowledge as to whether empowering boys in early childhood influences their academic achievement positively or not. Much of the knowledge available concerns older children and this leaves the formative years unattended and under researched. This gap in knowledge made this study very relevant and critical. The study applied the descriptive research design. Purposive sampling was used to sample schools where the study will be conducted. The simple random sampling was used in coming up with the learners and teachers who would take part in the study. A pilot study was done to test the tools. Questionnaires, interview schedules, achievement test and observation checklists were used to collect data. The data was collected over a period of three months. The data was then analyzed and presented using frequency distribution tables, bar graphs and pie charts. The study concluded that; the strategies used to empower boys are effective, there are no regular empowerment programs for boys in schools, the empowerment of boys in schools face several challenges that negatively impact the boys and that the male teachers are conspicuously missing in the preschools. Practical recommendations were made to school managers, curriculum developers and policy makers.

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Turner, Irene F., and Elizabeth Quinn. "Learning English Spellings: strategies employed by primary school boys." Educational Psychology 6, no. 3 (January 1986): 231–41. http://dx.doi.org/10.1080/0144341860060302.

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Mayeza, Emmanuel, and Deevia Bhana. "Boys negotiate violence and masculinity in the primary school." British Journal of Sociology of Education 41, no. 3 (February 4, 2020): 426–43. http://dx.doi.org/10.1080/01425692.2020.1721267.

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Klizienė, Irina, Laura Kimantienė, Ginas Čižauskas, Laura Daniusevičiūtė-Brazaitė, Gintautas Cibulskas, and Arūnė Janulevičienė. "PHYSICAL ACTIVITY, PHYSICAL FITNESS AND ACADEMIC ACHIEVEMENTS OF PRIMARY SCHOOL CHILDREN." Baltic Journal of Sport and Health Sciences 1, no. 108 (2018): 9–16. http://dx.doi.org/10.33607/bjshs.v1i108.4.

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Background.The purpose of this study is to estimate physical activity, physical fitness and assessment of mathematical achievements in primary schoolchildren. Methods. The study involved 1st grade students (N = 93), 45 of which were girls and 48 were boys. The flexibility test, the long jump test, 3 × 10 m speed shuttle run test, a medical (stuffed) 1 kg ball pushing from the chest test were used. Physical activity was measured using Children’s Physical Activity Questionnaire. Academic achievements were assessed using Mathematical diagnostic progress tests and mathematical learning achievements according to curriculum content. Results. It turned out that both boys (95.87 MET/min/week) and girls (91.30 MET / min/ week) were physically active in physical education lessons (p > 0.05). Long jump results ranged from 105.2 cm (girls) to 118.3 cm (boys), statistically significant differences were detected (p < 0.05) The best score of the girls’ shuttle running 3 × 10 m was 9.55 s, for boys it was 9.2 s, the worst performance time for boys was 13.68 s, for girls – 13.54 s (p < .05). Mathematics Diagnostic Progress Tests for both girls and boys indicated satisfactory levels. Conclusion. We should note that all 4 fitness tests had a positive, linear association with physical fitness tests and mathematics test scores.

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Hirsch, Suzan. "Professional Rugby League Players as Reading Mentors for Primary School Boys." Boyhood Studies 5, no. 1 (March 1, 2011): 52–60. http://dx.doi.org/10.3149/thy.0501.52.

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This paper reports on case studies spanning four consecutive years (2005-2008) focused on addressing and challenging Australian primary school boys’ disengagement with English, particularly reading, using an action research process informed by both quantitative and qualitative data. Primary participants were all male and ranged from 8 to 11 years of age. Boys were identified and selected for each case study based on the questionnaire and interview results from whole grade surveys of both males and females. The data results identified the boys with negative views of literacy and boys who identified reading as being a feminine activity, thereby narrowing their perceptions of masculinity. These boys were involved in a reading/mentoring program with high profile professional Rugby League players. The celebrity rugby league players were involved in ten weekly mentoring and reading sessions with male participants each year. These sessions focused on building positive male identity, shifting negative attitudes to reading and challenging negative stereotypes of both professional sportsmen and boys as readers. After each of the case studies, quantitative and qualitative data indicated a positive change in the participants’ attitudes towards reading as well as their perceived stereotypes of males as readers and increased involvement in voluntary reading.

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Sunny, Bindu S., Bianca DeStavola, Albert Dube, Alison Price, Allan M. Kaonga, Scotch Kondowe, Amelia C. Crampin, and Judith R. Glynn. "Lusting, learning and lasting in school: sexual debut, school performance and dropout among adolescents in primary schools in Karonga district, northern Malawi." Journal of Biosocial Science 51, no. 5 (April 29, 2019): 720–36. http://dx.doi.org/10.1017/s0021932019000051.

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AbstractAge at sexual debut is known to have implications for future sexual behaviours and health outcomes, including HIV infection, early pregnancy and maternal mortality, but may also influence educational outcomes. Longitudinal data on schooling and sexual behaviour from a demographic surveillance site in Karonga district, northern Malawi, were analysed for 3153 respondents between the ages of 12 and 25 years to examine the association between sexual debut and primary school dropout, and the role of prior school performance. Time to dropout was modelled using the Fine and Gray survival model to account for the competing event of primary school completion. To deal with the time-varying nature of age at sexual debut and school performance, models were fitted using landmark analyses. Sexual debut was found to be associated with a five-fold increase in rate of subsequent dropout for girls and a two-fold increase in dropout rate for boys (adjusted hazard ratio [aHR] of 5.27, CI 4.22–6.57, and 2.19, CI 1.77–2.7, respectively). For girls who were sexually active by age 16, only 16% ultimately completed primary schooling, compared with 70% aged 18 or older at sexual debut. Prior to sexual debut, girls had primary completion levels similar to those of boys. The association between sexual debut and school dropout could not be explained by prior poor school performance: the effect of sexual debut on dropout was as strong among those who were not behind in school as among those who were overage for their school grade. Girls who were sexually active were more likely to repeat a grade, with no effect being seen for boys. Pathways to dropout are complex and may differ for boys and girls. Interventions are needed to improve school progression so children complete primary school before sexual debut, and to improve sex education and contraception provision.

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Pandey, Arun Kumar, and Soni Rani. "A study of nutritional anemia among urban primary school children of Katihar." International Journal Of Community Medicine And Public Health 6, no. 7 (June 28, 2019): 2803. http://dx.doi.org/10.18203/2394-6040.ijcmph20192563.

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Background: Children health is an important concern for all societies since it contributes to overall development. The present position with regards to health and nutritional status of children is not satisfactory despite of mid-day meal programme running in government run schools. This study is conducted to assess the proportion of children, aged between 6 year to 11 years having anemia and socio demographic factors associated with iron deficiency anemia among selected children.Methods: For the purpose of study a list of all government primary schools of Katihar had been prepared and equal numbers of students were examined from randomly selected schools. By taking the prevalence of anemia 50% among school children for confidence level 95% with 10% relative precision with sample size comes out to be 384. The sample size was doubled to cover both boys and girls in the study. A total of 800 students (426 boys and 374 girls) in the age group of 6-11 years were interviewed and examined.Results: Out of 800 children total 343 (42.88%) were anemic. The prevalence of anemia was 37.96% among boys and 48.07% among girls. The prevalence of mild and moderate anemia among boys was 32.05% and 67.95% and 70.8% and 29.2% among girls respectively. The prevalence of anemia was high among lower and upper lower socio-economic status (100% and 45.32%). The proportion of anemic children showed a significant association with education of mother and nutritional status. Proportion of anemia decreased significantly with increase in education status of mother.Conclusions: The prevalence of anemia was found high among primary school children. Major factors which influence the prevalence of anemia were socioeconomic status, mother education and nutritional status of children.

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Abid Asghar, Syed, Pratibha Gupta, Mrinal R. Srivastava, J. P. Srivastava, and Zeashan H. Zaidi. "Health status of primary school children: study from a rural health block of Lucknow." International Journal Of Community Medicine And Public Health 4, no. 7 (June 23, 2017): 2498. http://dx.doi.org/10.18203/2394-6040.ijcmph20172847.

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Background: School health is an important branch of community health. School health services is an economical and powerful means of raising community health. In school child is vulnerable to stress, tension and endangerment of group life because all children are not the same and comes from different socioeconomic and cultural background and with different immunity status. Child is quite vulnerable at this growing age and hence become easy victims of many non-communicable diseases such as dental caries, anaemia, visual and hearing defects. The objective of the study was to assess health status of primary school children in rural areas of Lucknow.Methods: The present school-based descriptive cross-sectional study was conducted in the rural area of Lucknow from February to July 2015. Purposive sampling technique was adopted to select primary schools from 1st to 5th standard. All students who were present at the time of survey were included in the study. A pre-structured performa for each student was used to record information regarding anthropometric measurements, physical examination/ personal hygiene, clinical findings.Results: A total of 170 children were examined, among these 82 (48.23%) were boys and 88 (51.77%) were girls. Dental caries was the most common infirmity observed in 63 (37.05%) children with 95% CI (33.35- 40.75) and was statistically significant (p<0.05) with boys 29.27% and girls 44.31%. Anaemia were found in 65 (38.23%), boys were 32.92% and girls 43.18%. Ear discharge was seen in 17 (10%) children, boys were 6.10% and girls 13.63%.Conclusions: The common infirmity found were dental caries, anaemia and ear discharge. Effective strategy with good monitoring and evaluation is imperative in ensuring adequate and optimal implementation of school health services in primary schools in rural Lucknow.

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Scholes, Laura. "Boys, Masculinity and Reading: Deconstructing the Homogenizing of Boys in Primary School Literacy Classrooms." International Journal of Learning: Annual Review 17, no. 6 (2010): 437–50. http://dx.doi.org/10.18848/1447-9494/cgp/v17i06/47124.

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MACKENZIE, CATRINA A., RAJA R. SENGUPTA, and RIDHWANA KAOSER. "Chasing baboons or attending class: protected areas and childhood education in Uganda." Environmental Conservation 42, no. 4 (May 8, 2015): 373–83. http://dx.doi.org/10.1017/s0376892915000120.

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SUMMARYThe influence of protected areas on childhood education is often assumed to be positive, and integrated conservation and development programmes (ICDPs) typically support childhood education by building schools, providing scholarships and improving education quality, which in turn helps build conservation attitudes. In this paper, the impact of a protected area on childhood education is examined within the broader socioeconomic context of villages bordering Kibale National Park (Uganda). Survey data from households and primary schools indicated ICDPs improved primary school enrolment and education for girls. However, crop raiding by Park-protected animals reduced the probability of boys completing four years of primary education because they were preferentially held back from school to guard crops. Since population growth around protected areas is a threat to conservation, and since extending education for both boys and girls helps reduce birth rates and improve future employment opportunities, helping children attain primary school completion supports both conservation and development objectives. The findings highlight the need to continue supporting childhood education near protected areas; however, additional focus should be placed on boys’ educational attainment, and the need for wildlife authorities, governments and conservation organizations to invest in crop-raiding defences to mitigate crop-raiding losses.

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Murtagh, Elaine M., and Marie H. Murphy. "Active Travel to School and Physical Activity Levels of Irish Primary Schoolchildren." Pediatric Exercise Science 23, no. 2 (May 2011): 230–36. http://dx.doi.org/10.1123/pes.23.2.230.

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The purpose of this study was to (1) determine the physical activity levels of 9–11 year old children, and (2) compare the activity levels of children who commute to school by active and passive modes. 140 children aged 9–11 years (85 boys) were recruited from four urban Irish schools. Mode of commuting was assessed by questionnaire. Step counts were measured for 4 consecutive days. Mean daily step counts for the sample were 14386 ± 5634. Boys were significantly more active than girls (15857 ± 5482 vs. 12113 ± 5127 steps). Eighty-seven children (62.1%) traveled by car, 51 children (36.4%) walked to school, one child traveled by bus and one child cycled. Children who walked or cycled to school had higher daily step counts than those who traveled by passive modes (16118 ± 5757 vs. 13363 ± 5332 steps). Active commuting to school may therefore represent a worthwhile strategy for improving children’s physical activity levels.

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Khan, Iqbal Aqeel, Geetu Singh, and Kunver Viresh Singh. "Overweight and Obesity among Primary School Going Children in Urban Agra." Healthline 12, no. 1 (March 31, 2021): 63–69. http://dx.doi.org/10.51957/healthline_178_2020.

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Introduction: Childhood obesity is global nutritional concern. It is precursor of various non- communicable diseases and metabolic disorders in adulthood. Objective: To determine the prevalence of overweight and obesity among primary school students in urban Agra. Method: This cross-sectional study was done among 200 children studying in grades 1st to 5th in government and private school of Agra. List of all schools in Agra city having 1 to 5 classes was obtained from official website of Agra District Authorities. One government and one private school were selected. 100 students were selected from each selected school. A pre-designed and pre-tested administered questionnaire was used to collect information and anthropometric measurement; height and weight of the student measured to calculate Basal Metabolic Index (BMI). Overweight/obesity was defined using age and sex specific body mass index cut off points. Result: Prevalence of overweight and obesity was 16.5% and 7% respectively. Prevalence of overweight and obesity was more in boys as compared to girls. Obesity is seen only in private school students. Conclusion:In the present study, the magnitude of overweight and obesity is high among boys and children studying in private school. Health education should be given in the schools so as to educate children as well as parents regarding risk factors, preventive measures and the consequences of overweight and obesity.

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Maksic, Slavica, and Lazar Tenjovic. "Linkage between interests and verbal fluency of primary school pupils." Psihologija 41, no. 3 (2008): 311–25. http://dx.doi.org/10.2298/psi0803311m.

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The incentive for studying the linkage between interests and creativity is based on the results of biographical studies that indicate that highly creative individuals had wider and more intensive interests than their peers already in the period of childhood. In the process of defining interests, the child tests his/her capacities and discovers the domain in which he/she will later provide creative contributions. The subject of this paper is the linkage between interests of primary school pupils and their verbal fluency, as basic characteristic of creative thinking. It was determined that the wideness of the span of interests is positively correlated with verbal fluency, whereby the correlation between interests and verbal fluency is somewhat higher for boys (r= 0.33, p = .007) than for girls (r = 0.24, p = .030). Also, the intensity of scientific interest of boys and girls is significantly correlated with their verbal fluency (for boys: = 0.39; for girls: r=0.35). But, when school achievement is statistically controlled, the correlation between the intensity of scientific interests and verbal fluency remains significant for boys, while it disappears for girls. It was concluded that the results confirmed the theoretical assumptions about the importance of interest in creativity and pointed out to the need for paying attention to the effect of gender. Besides the span and intensity of interests, the domain in which interests are manifested and creativity is measured is also important for the linkage with creativity.

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Жицкий, С. В. "Comparative Overview of Coordination Abilities Development in Primary School Boys." Teorìâ ta Metodika Fìzičnogo Vihovannâ, no. 4 (December 25, 2015): 25–31. http://dx.doi.org/10.17309/tmfv.2015.4.1153.

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The research objective is to analyze coordination abilities development in primary school pupils. Research methods: theoretical analysis and collation of scientific and methodological literature, pedagogical testing of coordination abilities, methods of mathematical statistics. The total number of pupils involved in the experiment is 30 children of the first-third grades. Conclusions. Statistically significant changes in indicators of coordination abilities of boys are age-related, according to the results of the tests in “combination of movements of arms, body and legs”, “switching from one movement to another”, “vestibular stability 1 — option”, “static balance by Bondarevsky test”. Primary school age is susceptible to development of coordination abilities.

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Ng, Jonathan, and Joan Cole. "Isokinetic strength of the shoulder rotators in primary school boys." Australian Journal of Physiotherapy 38, no. 4 (1992): 301–9. http://dx.doi.org/10.1016/s0004-9514(14)60573-0.

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Kehily, Mary Jane. "Boys and girls: Sexuality as performance in the primary school." Education 3-13 32, no. 2 (June 2004): 65–72. http://dx.doi.org/10.1080/03004270485200241.

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Renold *, Emma. "‘Other’ boys: negotiating non‐hegemonic masculinities in the primary school." Gender and Education 16, no. 2 (June 2004): 247–65. http://dx.doi.org/10.1080/09540250310001690609.

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Mayeza, Emmanuel, and Deevia Bhana. "How “Real Boys” Construct Heterosexuality on the Primary School Playground." Journal of Research in Childhood Education 34, no. 2 (November 20, 2019): 267–76. http://dx.doi.org/10.1080/02568543.2019.1675825.

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Seshie-Nasser, Hellen A., and Abena D. Oduro. "Delayed primary school enrolment among boys and girls in Ghana." International Journal of Educational Development 49 (July 2016): 107–14. http://dx.doi.org/10.1016/j.ijedudev.2015.12.004.

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Ritchie, Laura, and Aaron Williamon. "Primary School Children’s Self-Efficacy for Music Learning." Journal of Research in Music Education 59, no. 2 (May 11, 2011): 146–61. http://dx.doi.org/10.1177/0022429411405214.

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The Self-Efficacy for Musical Learning questionnaire was adapted and tested with 404 primary school children, producing a robust Cronbach alpha (0.87) and confirming a single underlying factor through exploratory factor analysis. Test–retest scores showed the measure’s stability over a 9-month period. Data were collected on children’s prior music experience, extracurricular activities, and typical daily activities. Children also completed the Short Warwick-Edinburgh Mental Well-Being Scale and the Strengths and Difficulties Questionnaire. Those currently engaged in music tuition (learning an instrument or singing) had significantly higher self-efficacy scores than children who were not, and overall, girls’ scores were significantly higher than boys’. Correlations with various additional measures, including wellbeing and reading for pleasure, highlighted multifaceted relationships of self-efficacy to children’s lives. Regression analyses revealed that prior experience with instrumental tuition was the strongest predictor of music self-efficacy for learning; prosocial behaviors predicted boys’ scores, and well-being predicted girls’ scores.

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Ovcharenko, Elizaveta S., Vera V. Fefelova, Edward V. Kasparov, Tatyana P. Koloskova, Olga V. Smirnova, and Irina A. Ignatova. "Physical development of primary school-age orphan boys with mental retardation." I.P. Pavlov Russian Medical Biological Herald 28, no. 1 (April 9, 2020): 30–36. http://dx.doi.org/10.23888/pavlovj202028130-36.

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Mental retardation is considered one of the most common pathologies of children's mental development. Parameters of physical development are actively used as informative markers of health status, social and hygienic well-being both in norm and in various pathologies. At the same time, not enough attention is given to orphans with intellectual disabilities in this context. Aim. To study the parameters of physical development in primary school-age boys with mental retardation brought up in a specialized orphanage. Materials and Methods. 34 Boys (7-11 years old) were examined. Of these, 20 children with a diagnosis of moderate mental retardation (F71) were brought up in a specialized children's home for mentally retarded children (without parental care). The control group included 14 intellectually healthy boys of the same age who were brought up in an orphanage of a physiological type. Anthropometric parameters (body length, body weight, chest and head circumference, cross-section diameter of the chest), sthenia index, level of physical development, and Quetelet II index were studied. Results. The data obtained indicate a sharp decrease in parameters that characterize physical development of orphan boys with mental retardation in comparison with intellectually healthy orphan boys. Since children were in the same social and hygienic conditions, the identified features may be due to the combined influence of the presence of deviations in the intellectual deve-lopment of children and upbringing in a residential home. Conclusion. The results obtained determine the need for closer medical and hygienic support for orphans with mental retardation.

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Nielsen, Ann Natasja, Åse Brandt, and Karen la Cour. "Exploration of Sensory Processing Difficulties among Children Attending Primary School in Denmark." Occupational Therapy International 2021 (March 24, 2021): 1–7. http://dx.doi.org/10.1155/2021/8893345.

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Current research shows that children with sensory processing (SP) difficulties have limited participation and enjoyment in their daily activities at school. The aim of this study was to explore the prevalence of SP difficulties among Danish children and to explore possible associated factors. Since SP difficulties can affect children’s prerequisites for participation in school activities and learning possibilities, this study focused on primary school children. Method. The study was designed as a cross-sectional survey. The sample consisted of 1723 children age 5 to 11 years, who were attending Danish public school (45.5% girls, 53.2% boys). The parents or caregivers of the child completed a Short Sensory Profile (SSP) questionnaire and a demographic questionnaire. One-way ANOVA was used to examine differences between girls and boys regarding sports, geographic area, and parental level of education. Chi-square analysis was used to explore the relationship between sex and SPP scores in the different behavioral sections. Logistic regression analysis was used to investigate possible associations between SP difficulties and sex and the included demographics. Results. A total of 21.3% of the children had SSP scores suggesting SP difficulties. Boys had a higher probability of having SP difficulties than girls ( odds ratio OR = 1.55 , confidence level (Cl): 1.22, 1.97). An association was found between participating in sports outside of school and SP difficulties ( OR = 0.55 , Cl: 0.47, 0.65 ( p ≤ 0.001 )). Additionally, a slight association between SP difficulties and parental education level ( OR = 0.80 ) was found. No association was found regarding geographic area, i.e., where in Denmark the children attended school ( OR = 1.00 ). Conclusion. The study results suggest that approximately 20% of the children in Danish public schools might have SP difficulties and over 20% might be at risk of having SP difficulties. The results suggest that Danish schools should focus on both identifying children with SP difficulties and implement interventions such as sensory integration through occupational therapy to help children with SP difficulties, in order to improve their ability to participate and learn from school activities.

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Manandhar, N., and AB Sthapit. "Determinants of primary school dropout in Nawalparasi District." Journal of College of Medical Sciences-Nepal 6, no. 4 (August 30, 2012): 14–18. http://dx.doi.org/10.3126/jcmsn.v6i4.6720.

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Nepal’s school education is structured as ECD / PPC, primary, lower secondary, secondary and higher secondary education. There are 29,220 primary schools. Any school children absent in the school for four consecutive weeks or more who failed to appear in final examination or next year in same school is considered as dropouts. To assess the causes of dropout in primary schools of Gaindakote Resource Centre of Nawalparasi district, a cross-sectional study was conducted in twelve schools of Gaindakote Resource Centre of Nawalparasi district during the period of Srawan / Bhadra, 2066 B.S. The highest dropout rate was found to be 8.43% in grade I and followed by 7.47%, 4.33%, 4.23% and 1.83% in grades II,III, IV andV respectively. The dropout rate for girls (5.87%) was less than boys (6.14%). Drop out is considered as huge waste of resources of the country as well as individual and it is a complex social problem. To reduce dropout rate in primary school, only free education will not solve the problem. So Government alone cannot solve it. Community must be made aware about the problems of drop out & parents are to be motivated for sending their children to school. Journal of College of Medical Sciences-Nepal,2011,Vol-6,No-4, 14-18 DOI: http://dx.doi.org/10.3126/jcmsn.v6i4.6720

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Mayeza, Emmanuel, and Deevia Bhana. "Boys and bullying in primary school: Young masculinities and the negotiation of power." South African Journal of Education 41, no. 1 (February 28, 2021): 1–8. http://dx.doi.org/10.15700/saje.v41n1a1858.

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In this article, we draw on data from focus group discussions to examine the ways in which some young boys in a South African township primary school construct and negotiate hegemonic masculinity through bullying, and other forms of violence, within the school. Deviating from the simplistic victim-bully binary, we draw from critical masculinity studies to show how younger boys exert power over girls through violence but are, themselves, also victims of violence which, they say, is perpetrated by girls. Boys are often identified as bullies at school, but when we gave them the opportunity to talk about what it meant to be a bully, we gained a far more complex picture of how bullying behaviour manifests between learners at school. Indeed, our participants’ accounts of violence at school gave us great insights into the complexities of gender violence and highlighted the broader socio-cultural and economic conditions that produce it. We conclude that it is vital to understand the mechanisms of gender power relations among primary school learners, if primary school violence prevention interventions are to be effective.

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Ligeve, Susan Nduta, and Dr Moses W. Poipoi. "The Influence of Child Labour on Academic Achievement of Primary School Pupils in Suba and Homa-Bay Districts, Kenya." International Journal of Learning and Development 2, no. 4 (August 9, 2012): 189. http://dx.doi.org/10.5296/ijld.v2i4.2214.

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This causal-comparative study investigated the effects of child labour on academic achievement of primary school pupils in Suba and Homa-Bay districts in Kenya. The participants of this study were Class 7 pupils drawn from 12 schools in these two districts. A total of 333 pupils that is, 171 boys and 162 girls participated in the study. The academic achievement scores, which were extracted from the schools’ end-term examination records, were used to compare the participants on the dependent variable. The results of this study showed that pupils who were involved in child labour had a significantly lower academic achievement mean score than those not involved. The results also indicated that boys not involved had a significantly higher academic achievement mean score than girls not involved. Furthermore, boys involved in child labour activities had a significantly higher academic mean score than girls involved in child labour activities. It was concluded that there were child labour and gender effects on academic achievement of primary school pupils in Suba and Homa Bay districts. This study recommends that school pupils should not engage in fishing activities. Key Words; Child labour, Academic Achievement, Gender

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Санжарова, Н. М., and М. В. Попова. "Influence of Taekwondo on Flexibility Development in Boys of Primary School Age." Teorìâ ta Metodika Fìzičnogo Vihovannâ, no. 2 (June 30, 2015): 15. http://dx.doi.org/10.17309/tmfv.2015.2.1137.

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Research objective. To experimentally prove the effectiveness of the use of Taekwondo means for flexibility development in boys of primary school age. To solve the tasks set, the study used the following methods: analysis of scientific and methodical literature; pedagogical observation; pedagogical testing, methods of mathematical statistics.Conclusions. The level of flexibility development in the boys of primary school age attending taekwondo classes for 2.9 ± 0.8 years (experimental group) is significantly higher than that of their peers (control group) whose physical activity is limited to physical training classes at school and periodic training in sports clubs at school (p < 0.05 — p < 0.001).

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Dummatt, Kel. "A School Reading Support Program." Australian Journal of Indigenous Education 21, no. 5 (November 1993): 12–15. http://dx.doi.org/10.1017/s0310582200005927.

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Indulkana Anangu school, on the Pitjantjatjara/Yankunytjatjara Lands S.A. has about 70 students. The classes are CPC (pre-school), Reception, Junior Primary, Middle Primary, Upper Primary and Secondary girls and boys. At a staff meeting early this year, I proposed a focus on reading, across the school, for one term, with a review at the end. This idea was accepted by the staff.

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DAMAYANTI, IDA AYU MANIK, I. KETUT JUNITHA, and IDA BAGUS MADE SUASKARA. "POLA PERTUMBUHAN BERDASARKAN BERAT DAN TINGGI BADAN SISWA PADA SEKOLAH NEGERI DAN SWASTA DI KOTA DENPASAR, BALI." Jurnal Biologi Udayana 21, no. 2 (December 29, 2017): 78. http://dx.doi.org/10.24843/jbiounud.2017.vol21.i02.p06.

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This research aimedet al. to determine the pattern of growth in several primary schools and secondary public and private schools in Denpasar, Bali Province. Samples were determined using purposive sampling and data were collected by cross-sectional method. The pattern of growth of boys and girls at the age of 7-15 years at private schools in Denpasar shows that the average height and weight were greater than the boys and girls in public schools in Denpasar. The percentage of underweight category was higher at public school in Denpasar and the percentage of children with overweight and obese categories were higher in the private national plus school Denpasar.

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Gilbey, Helen, and Malcolm Gilbey. "The Physical Activity of Singapore Primary School Children as Estimated by Heart Rate Monitoring." Pediatric Exercise Science 7, no. 1 (February 1995): 26–35. http://dx.doi.org/10.1123/pes.7.1.26.

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Physical activity patterns of Singapore school children aged 9–10 years were assessed by continuous heart rate monitoring. Fifty boys and 64 girls were monitored for three 14-hour periods during normal school days. In addition, 43 boys and 53 girls were monitored for 14 hours on a Saturday. Only 13 children (11.4%) experienced a daily 10-min period of continuous activity at a heart rate ≥140 bpm. Twenty percent of the boys and more than 50% of the girls never achieved a single 10-minute period ≥140 bpm. Boys achieved more periods of moderately intense activity (p < .01) than girls on weekdays. Lean girls were more active (p < .05) than the obese girls during weekdays. No differences were detected between activity levels on weekdays or on Saturday. The results indicate that Singapore school children in general rarely experience the quantity or quality of physical activity needed for maintenance and development of cardiovascular health and cardiopulmonary fitness.

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Cooley, Dean, Rebecca Oakman, Lars McNaughton, and Todd Ryska. "Fundamental Movement Patterns in Tasmanian Primary School Children." Perceptual and Motor Skills 84, no. 1 (February 1997): 307–16. http://dx.doi.org/10.2466/pms.1997.84.1.307.

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Gross motor development, using the Test of Gross Motor Development was investigated in 7– and 10-yr.-old Tasmanian school children ( N = 574) to provide normative data for primary school children. The effects of daily physical education, time spent on physical education per week, schools with and without a trained physical educator, motor skill training programs, and their effects upon development of fundamental movement patterns was also investigated. Time spent on physical education instruction per week, significantly influenced Gross Motor Development scores in that the more time spent on physical education, the higher the score. Having a motor skill training program in the school was significant for 10-yr.-olds. A review of daily physical education with perhaps a goal of greater emphasis on manipulative control skills such as kicking, throwing, and striking should take place especially for girls, as their scores were significantly lower than those of boys.

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Rymar, Olga, Alla Solovey, Nataliya Sorokolit, Uliana Shevtsiv, and Vasyl Matviiv. "TOOLS FOR CHILDREN FITNESS IN THE PHYSICAL EDUCATION OF PRIMARY SCHOOL PUPILS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 20, 2020): 540. http://dx.doi.org/10.17770/sie2020vol3.4852.

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The results of pedagogical experiment that lasted from 2017 to 2018 are published in this research. 82 children took part in the experiment, among them were 42 boys and 40 girls. The actual age of children was nine years old. The purpose of the work was to discover the influence of fitness tools on physical development, physical preparation, psycho-emotional condition on younger school-age pupils. There was noticed a significant improvement of results of physical development according to Kettle index. In particular, it is about high level (from 16,9% to 43,1%), decreasing the average (from 54,4% to 46,8%) and especially the low level of physical development (from 28,7% to 10,1%),(p<0,05). Probably, positive changes appeared in the result of Ruffier Dickson tests, improvement indicators of intermediate level (from 4,8% to 14,1%),(p<0,05), decreasing in indicators of lower-intermediate level (from 38,4% to 16,7%),(p<0,05). The stable dynamics was noticed in the results of physical preparation (p<0,05), in particular after “30m run” exercise. Boys have got the result from 6,2±0,7sec to 5,4±0,5sec, girls - from 6,9±0,5sec to 6,1±0,5sec. The exercise “tilting torso forward from sitting position” represented result 3,9cm among boys and 5,5cm among girls; the exercise “long jump from place” represented 14,7cm among boys and 22,5cm among girls; in the exercise “shuttle running” boys got result from 11,7±1sec to 9,2±0,9sec and girls – from 12,1±1,2sec to 10,2±1 sec. What is more, positive and statistically important changes (p<0,05) where in results of pupils’ psycho-emotional condition evaluation. We have noticed increasing in levels of well-being, activeness, mood.

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Lloyd, Cynthia B., Barbara S. Mensch, and Wesley H. Clark. "The Effects of Primary School Quality on School Dropout among Kenyan Girls and Boys." Comparative Education Review 44, no. 2 (May 2000): 113–47. http://dx.doi.org/10.1086/447600.

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Bairagi, Arunavo, Md Shahinoor Rahman, and Tanzir Ahmmad Tushar. "Mental health status of primary school children of Chittagong town." Chittagong University Journal of Biological Sciences 6, no. 1-2 (December 2, 2013): 119–33. http://dx.doi.org/10.3329/cujbs.v6i1-2.17238.

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A total of 197 respondents (129 parents of boys and 68 parents of girls) constituted the sample of the study. To measure mental health status, Bengali version of (Mullick, 2001) Strength and Difficulties Questionnaire (SDQ) was used for the collection of data which was originally developed by Michael Rutter and Robert Goodman. Purposive sampling procedure was used for this purpose. The results showed that about 20.3% students had pro-social problem and 19.3% students were in borderline level in pro-social behavior. Only 0.5% students had Peer problems and 15.7% students were found at borderline level of this problem. About 6.6% students had hyperactivity problem and about 5.6% students were found at borderline level of this problem. About 1.5% students had Emotional symptom problem and 0.5% students were found at borderline level. About 19.3% students had conduct problem and 23.9% students were in borderline level of this problem. About 27.4% students were facing total difficulties problems and 38.1% students were in borderline level. In terms of above all mental health status, boys were found to have more problems than girls. But no significant differences were found between boys and girls at any dimension score or even total difficulties score. DOI: http://dx.doi.org/10.3329/cujbs.v6i1-2.17238 The Chittagong Univ. J. B. Sci.,Vol. 6(1&2):119-133, 2011

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Verma, Neeti, and Prashant Kumar Bajpai. "Health status of primary school children: study in urban slums of Lucknow." International Journal Of Community Medicine And Public Health 8, no. 5 (April 27, 2021): 2228. http://dx.doi.org/10.18203/2394-6040.ijcmph20211449.

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Background: Children are the wealth of any nation because they constitute one of the population's essential segments. Through school health services, morbidity patterns and nutritional status deficiencies are detected early and controlled to get a healthy and economically productive future generation. The present study was undertaken to assess the health status of primary school children in slum areas of Lucknow and find the morbidity pattern of the study population.Methods: A community-based cross-sectional study was conducted among 760 students of primary schools. A pre-designed, pre-tested, and semi-structured questionnaire was used as a study tool.Results: Most of the subjects 362 (47.7%) were in age group of 7-9 years, and were distributed almost equally in the classes from 1st to 5thstandard. About one fourth (26.8%) school children were underweight, whereas 5.6% school children were found overweight. Girls (34.0%) were found underweight more than the boys (20.8%). In contrast, more boys (8.8%) were overweight than girl students (2.6%).Conclusions: The common infirmities found were underweight (26.8%), dental caries (6.1%), anemia (14.9%), pediculosis (17.2%) and ear discharge (2.2%). Proper knowledge regarding and the creation of awareness amongst the school children, their families, about the causes and ill effects of the various morbidities are essential. Emphasis should be given to school children regarding prevailing morbidities amongst them by class teachers.

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Rzhanova, Irina E., Olga S. Alekseeva, and Anna Ya Fominykh. "GENDER DIFFERENCES IN COGNITIVE INDICATORS IN PRESCHOOL AND PRIMARY SCHOOL AGE CHILDREN." Moscow University Psychology Bulletin, no. 2 (2020): 141–57. http://dx.doi.org/10.11621/vsp.2020.02.07.

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Background. Sex differences in the study of the cognitive domain are significant for the interpretation of data in different fields; however, the nature of the differences remains an open question. This article presents the results of a study of gender differences in cognitive performance in children of preschool and primary school age. Objective. To study gender differences in the cognitive performance in children of preschool and primary school age. Methods. The sample consisted of students from kindergartens and schools in Moscow (N = 301). Two versions of the Wechsler Test were used as the main instruments for diagnosing cognitive abilities: the Wechsler test for preschoolers (WPPSI-IV) and the Wechsler children’s test (WISC-V). Analysis of the results used Student’s t-test and a measure of the effect size (Cohen’s d). Results. The effect of gender on cognitive performance varies significantly depending on the age of the children. The most pronounced gender differences were identified among children of early preschool age: girls received significantly higher scores on the index of verbal comprehension and the general intelligence scale. In the children of middle and older preschool age, there were no statistically significant gender differences for any evaluated parameter. In the younger schoolchildren, differences between boys and girls were found in the speed of information processing and the vocabulary subtest. Girls were ahead of boys in completing tasks included in the information-processing speed index, while boys were better at completing the vocabulary subtest.

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FLOYD, B. "HEIGHTS AND WEIGHTS OF DA-AN BOYS: DID SISTERS REALLY MAKE A DIFFERENCE?" Journal of Biosocial Science 37, no. 3 (March 16, 2004): 287–300. http://dx.doi.org/10.1017/s0021932004006674.

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This study further examined the negative association between boys’ growth and the presence of sisters within a relatively affluent community in Taipei, Taiwan. Among 596 boys born in 1976–77, differences in height and log-transformed weight were judged using analysis of covariance (ANCOVA) with measurement age as a covariate, and parental education level (four levels), number of sisters (0, 1, 2 or 3+) and number of brothers (0, 1, 2+) as predictors. The relative importance of birth order and sibling sex was examined among the near majority of boys with one sibling (47%, 278/596). The sibling composition variable was defined using mutually exclusive categories representing individuals with one sibling: either one older or younger brother or sister. All boys contributed information before leaving middle school at a mean age of 14·9±0·4 years SD. The results were compared with similar analyses of data for 154 of these same boys for whom measurements were available from primary school entry at a mean age of 6·4±0·3 years SD onward. Results were also compared with data for a cohort of 153 boys who entered primary school later in 1986. Results confirm that boys from the Da-an area born in the mid-1970s who did not have sisters were significantly taller (2·2–2·5 cm, p≤0·008) and heavier (3·0–3·9 kg, p≤0·016) than those with one or two sisters. However, the 26 boys with three or more sisters, most of whom were last-born, were somewhat taller than those with one or two sisters. The same curvilinear relationships in height and weight appeared both among boys as they prepared to leave middle school and among the subset also measured just after entering primary school. When numbers of sisters were statistically controlled, the presence of two or more brothers was also significantly negatively associated with mean stature, but not weight, among middle school boys. Analyses among boys with one sibling revealed that birth order was associated with mean stature, but only if the sibling was female; an older sister was associated with a greater deficit in mean stature than a younger sister. Evidence of rising educational expectations, continued declines in family size with fewer gender-related differences in numbers of siblings, and a clear secular increase in body size in this community among children entering primary school from 1982 to 1986 suggest a possible explanatory model.

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Karnebeek, Kylie, Supriya Thapar, Maartje Willeboordse, Onno C. P. van Schayck, and Anita C. E. Vreugdenhil. "Comorbidities in Primary vs Secondary School Children With Obesity and Responsiveness to Lifestyle Intervention." Journal of Clinical Endocrinology & Metabolism 104, no. 9 (February 18, 2019): 3803–11. http://dx.doi.org/10.1210/jc.2018-02318.

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AbstractContextChildhood obesity increases the risk of diseases as diabetes, cardiovascular disease, and nonalcoholic fatty liver disease.ObjectiveTo evaluate the prevalence of comorbidities in school-age children with obesity and to compare its prevalence and the effect of a lifestyle intervention between children in primary and secondary school and between boys and girls.DesignCross-sectional analysis and lifestyle intervention.SettingCentre for Overweight Adolescent and Children’s Healthcare.PatientsComorbidities were evaluated in 149 primary and 150 secondary school children with (morbid) obesity (162 girls). The effect of lifestyle intervention was studied in 82 primary and 75 secondary school children.InterventionOne-year interdisciplinary lifestyle intervention.ResultsInsulin resistance (37%), impaired glucose tolerance (IGT) (3%), dyslipidemia (48%), hypertension (7%), and elevated liver transaminase levels (54%) were already common in primary school children. Glomerular hyperfiltration and insulin resistance were more prevalent in secondary school children. IGT was more prevalent in girls. The change in body mass index z score after intervention was greater in primary school children (primary vs secondary: −0.25 ± 0.32 vs −0.11 ± 0.47), even as the change in low-density lipoprotein cholesterol concentrations [primary vs secondary: −0.30 (interquartile range, −0.70 to 0.10) vs −0.10 (interquartile range, −0.40 to 0.30)] and systolic blood pressure z score (primary vs secondary: −0.32 ± 1.27 vs 0.24 ± 1.3). The change in body mass index z score, but not in comorbidities, was greater in boys (boys vs girls: −0.33 ± 0.45 vs −0.05 ± 0.31).ConclusionsThe presence of comorbidities is already evident in primary school children with obesity. The effect of a lifestyle intervention on these comorbidities is greater in primary compared with secondary school children, stressing the need for early interventions.

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Murtagh, Elaine, Maureen Mulvihill, and Oonagh Markey. "Bizzy Break! The Effect of a Classroom-Based Activity Break on In-School Physical Activity Levels of Primary School Children." Pediatric Exercise Science 25, no. 2 (May 2013): 300–307. http://dx.doi.org/10.1123/pes.25.2.300.

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The school has been identified as a key setting to promote physical activity. The purpose of this study was to evaluate the effect of a classroom-based activity break on in-school step counts of primary school children. Data for 90 children (49 boys, 41 girls, 9.3 ± 1.4 years) from three Irish primary schools is presented. In each school one class was randomly assigned as the intervention group and another as controls. Children’s step counts were measured for five consecutive days during school hours at baseline and follow-up. Teachers of the intervention classes led a 10 min activity break in the classroom each day (Bizzy Break!). Mean daily in-school steps for the intervention at baseline and follow-up were 5351 and 5054. Corresponding values for the control group were 5469 and 4246. There was a significant difference in the change in daily steps from baseline to follow-up between groups (p < .05). There was no evidence that girls and boys responded differently to the intervention (p > .05). Children participating in a daily 10 min classroom-based activity break undertake more physical activity during school hours than controls.

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Dowker, Ann, Karina Bennett, and Louise Smith. "Attitudes to Mathematics in Primary School Children." Child Development Research 2012 (November 22, 2012): 1–8. http://dx.doi.org/10.1155/2012/124939.

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44 Grade 3 children and 45 Grade 5 children from English primary schools were given the British abilities scales basic number skills subtest, and a Mathematics Attitude and Anxiety Questionnaire, using pictorial rating scales to record their Self-rating for maths, Liking for maths, Anxiety about maths, and Unhappiness about poor performance in mathematics. There were few year group differences in attitudes. Boys rated themselves higher than girls, but did not differ significantly in actual performance. Overall, Anxiety was not related to actual performance, but Self-rating was. This relationship between Self-rating and actual performance seemed to develop between Grade 3 and Grade 5. Implications of the findings are discussed.

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Bhana, Deevia, and Emmanuel Mayeza. "‘Cheese boys’ resisting and negotiating violent hegemonic masculinity in primary school." NORMA 14, no. 1 (July 5, 2018): 3–17. http://dx.doi.org/10.1080/18902138.2018.1494402.

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Bartholomaeus, Clare. "‘I’m not allowed wrestling stuff’: Hegemonic masculinity and primary school boys." Journal of Sociology 48, no. 3 (March 2, 2012): 227–47. http://dx.doi.org/10.1177/1440783311413484.

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Tokgöz, Hüsnü, Fazlı Polat, Mustafa Özgür Tan, Özlem Erdem, and İbrahim Bozkırlı. "Histopathological evaluation of the preputium in preschool and primary school boys." International Urology and Nephrology 36, no. 4 (December 2004): 573–76. http://dx.doi.org/10.1007/s11255-004-0857-6.

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Kurz, Susanne, Zoé van Dyck, Daniela Dremmel, Simone Munsch, and Anja Hilbert. "Early-onset restrictive eating disturbances in primary school boys and girls." European Child & Adolescent Psychiatry 24, no. 7 (October 9, 2014): 779–85. http://dx.doi.org/10.1007/s00787-014-0622-z.

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Menegatti, Michela, Elisabetta Crocetti, and Monica Rubini. "Do Gender and Ethnicity Make the Difference? Linguistic Evaluation Bias in Primary School." Journal of Language and Social Psychology 36, no. 4 (February 1, 2017): 415–37. http://dx.doi.org/10.1177/0261927x17694980.

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In two studies, we examined how primary school teachers use the subtle structural properties of language to communicate different evaluations of students who achieve higher versus lower marks, boys versus girls, and students with immigrant versus nonimmigrant origins. Written judgments of final evaluation records were coded for language abstraction. Results showed that students with higher marks are described with more abstract positive and more concrete negative terms than those receiving lower marks. By varying language abstraction teachers also communicate more favorable evaluations of girls than boys and of students with nonimmigrant than immigrant origins. These findings uncovered a linguistic evaluation bias that implicitly enhances girls’ qualities and performance, but hinder improvements of boys and students of immigrant families by focusing on their stable negative characteristics.

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Lodge, Anne. "Gender and Children's Social World: Esteemed and Marginalised Masculinities in the Primary School Playground." Irish Journal of Sociology 14, no. 2 (December 2005): 177–92. http://dx.doi.org/10.1177/079160350501400210.

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This article examines the role played by the social worlds of primary school children in producing and reproducing a range of masculine identities. It describes the relatively gender-segregated nature of the culture of middle-childhood, arguing that the specific institutional context reinforces this segregation. The article outlines the range of masculinities documented in the primary school playground and examines the ways in which both the school institution and the peer-group define and police the boundaries of masculinity. The school negatively labels dominant, assertive males through certain institutional practices and attitudes. Certain boys with more androgynous styles are of higher status with peers in this context. The impact of other identities on the relative status of boys is examined. It is shown how those boys who are differently abled are of lower status. Peers perceive them as less socially mature. Their relative invisibility and stigmatisation is partly a consequence of institutional practices.

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Zivkovic, Dragana, Jan Varga, Slobodan Grebeldinger, Dusanka Dobanovacki, and Vladimir Borisev. "External genital abnormalities in male schoolchildren: an epidemiological study." Medical review 57, no. 5-6 (2004): 275–78. http://dx.doi.org/10.2298/mpns0406275z.

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Introduction External genital abnormalities represent the most common congenital anomalies. Proper, not delayed diagnosis and treatment of certain abnomalities (undescended testis, hypospadia, varicocele) is of great importance for future fertility potential of children. Material and methods An epidemiological study, that consisted of an urological check-up, was performed among school-aged boys in two elementary schools. Prevalence of external genital, and inguinal region was examined. Results A total of 1229 elementary school boys were examined. The incidence of external genital abnomalities was 27.8%. Certain anomalies were already surgically treated in 7.8% of boys. Phimosis was found in 66 patients (5,5%), which represents 26.6% of all abnomalities. Discussion In this study the incidence of undescended testis was 2.0%. Although it is similar to literature data, the fact that undescended testis was found in 25 boys older than 7 years (two of them 15 years old!) suggests that the primary health care is not satisfactory. The incidence of inguinal hernia and hydrocele varies according to different authors from 0.8-4.4% to 13.44%. In this study the incidence was 2.4%. Varicocele represents a developmental anomaly and the incidence is increasing with age. It is rare in boys up to 10 years of age, but the incidence of varicocele in boys aged 15 years (15.8%) reaches the level of incidence in adults (19.82%). The incidence of phimosis in this study was 5.5%. Conclusion High incidence of external genital abnormalities in school aged boys suggests a need for further education of physicians in primary health care services as well as of parents.

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Siniarska, Anna, Joanna Nieczuja-Dwojacka, Małgorzata Grochowska, and Sławomir Kozieł. "Body structure, muscular strength and living conditions of primary school children in Warsaw." Journal of Biosocial Science 53, no. 1 (February 20, 2020): 98–107. http://dx.doi.org/10.1017/s0021932020000061.

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AbstractThe aim of this study was to determine whether the living conditions of school children affects their body structure and muscular strength. Data were taken from 400 girls and 341 boys aged 7–15 years attending nine primary schools in Warsaw in 1997. A questionnaire was completed, anthropological measurements made and two muscular strength tests conducted. The questionnaire asked questions on the children’s level of education, their parents’ professions and monthly incomes, the number of persons in the family and the number of rooms in the family’s apartment/home. Body height, body weight, chest and arm circumferences, grip strength and vertical jump height were measured and used to calculate body mass index, Marty’s Index and the Sargent Vertical Jump Index. Statistical tests included Student’s t-test, Principal Component Analysis (PCA) and multiple regression analysis. Body height, chest circumference, Sargent Vertical Jump Index and grip strength were significantly greater in the boys than the girls. Two factors, namely ‘socioeconomic status’ (F1) and ‘family size’ (F2), describing living conditions, were isolated after PCA. Boys from bigger families (F2) were shorter, with lower weights and BMIs, smaller chest and arm circumferences and greater grip strengths than those from smaller families, whereas girls from families of lower socioeconomic status (F1) weighed less and had greater BMIs and arm circumferences than those from higher socioeconomic status families. The results suggest that boys seem to be more ‘ecosensitive’ than girls.

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Fraga-Varela, Fernando, Esther Vila-Couñago, and Ana Rodríguez-Groba. "Serious Games and Mathematical Fluency: A Study from the Gender Perspective in Primary Education." Sustainability 13, no. 12 (June 9, 2021): 6586. http://dx.doi.org/10.3390/su13126586.

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In recent years, serious games offer great opportunities for learning processes at schools. However, it is unclear whether this type of proposals can offer differentiated answers among the students according to their gender. In this context, the aim of this paper is to know the possible differences that occur in primary school classrooms according to gender, with serious games designed for the development of mathematical fluency, and to examine to what extent these games contribute to the overall school performance. We carried out a quasi-experimental study, including pretest and posttest, without control group and with several experimental groups, and the participation of 284 students from first to fourth grade. The results show that the software benefits boys and girls equally, compared to the previously followed methodology that benefited boys. A clear relation between the results achieved and the performance in the overall students’ grades has also been observed. The conclusions show the potential of serious games in school settings, and the opportunity to approach performance differences based on the gender.

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Journal articles on the topic 'Primary school boys'

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