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upper-primary school pupils</title> <meta name="description" content="Search results for: upper-primary school pupils"> <meta name="keywords" content="upper-primary school pupils"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="upper-primary school pupils"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 3298</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: upper-primary school pupils</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3298</span> The Influence of Physical Activity and Sporting Regular on the School Performances of Pupils Ages 6-10 Years Old</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kheira%20A.%20Bekhechi">Kheira A. Bekhechi</a>, <a href="https://publications.waset.org/abstracts/search?q=Belkacem%20Khiat"> Belkacem Khiat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The goal of our study is to know if there is an influence of the regular sporting physical-activity on the school performances of Algerian children. An experimental group composed of 55 sporting pupils and a reference group of 55 non-sporting pupils between 6 to10 years old (boys and girls) of the primary schools in Oran (Algeria) were followed during 15 months (Five terms). The socio-demographic data was collected from a survey given to pupils of the two groups and the school results from the administration at the end of each term. The sporting pupils have a general school average significantly higher than those of the non- sporting pupils (p < 0.05). The practice of physical activity and regular sporting by the children would deserve to be largely encouraged based on the beneficial effects not only on health but also on the academic performance. The parents, teachers and health professionals should be strongly aware. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20capacities" title="cognitive capacities">cognitive capacities</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20activity%20and%20sport" title=" physical activity and sport"> physical activity and sport</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20children" title=" school children"> school children</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20performances" title=" school performances"> school performances</a> </p> <a href="https://publications.waset.org/abstracts/89454/the-influence-of-physical-activity-and-sporting-regular-on-the-school-performances-of-pupils-ages-6-10-years-old" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89454.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">187</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3297</span> Urinary Schistosomiasis among Pre-School and School Aged Children in Two Peri-Urban Communities in Southwest Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Isiaka%20Akinwale">Isiaka Akinwale</a>, <a href="https://publications.waset.org/abstracts/search?q=Tolulope%20Babatunde"> Tolulope Babatunde</a>, <a href="https://publications.waset.org/abstracts/search?q=Oladepo%20Sowemimo"> Oladepo Sowemimo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A cross-sectional study was conducted between March and April, 2016 among pre-school and school-aged children in two peri-urban communities in Osun State, Southwest Nigeria. Urine samples were collected from the pre-school and school-aged children, tested for microhaematuria using reagent strips, processed and examined for Schistosoma haematobium ova. Out of 274 pupils examined, 132 (48.2%) had infection, with no statistically significant difference (P > 0.05) in infection between male (48.6%) and female pupils (47.6%). The prevalence of infection increases significantly with age (P < 0.05), with the peak (93.3%) of infection recorded in pupils aged 15 to 16 years and the lowest infection (10.0%) in pupils aged 3 to 4 years. There was no statistically significant association (P > 0.05) between intensity in male pupils (156.0 ± 34.5/10 ml) and female pupils (141.7 ± 29.5/10 ml). The prevalence of pupils with microhaematuria was 65.0% and it increased significantly with age (P < 0.001). The conclusion drawn from the study is that to reduce the transmission of S. haematobium in endemic communities, health education and provision of potable water are advocated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Schistosoma%20haematobium" title="Schistosoma haematobium">Schistosoma haematobium</a>, <a href="https://publications.waset.org/abstracts/search?q=microhaeamturia" title=" microhaeamturia"> microhaeamturia</a>, <a href="https://publications.waset.org/abstracts/search?q=prevalence" title=" prevalence"> prevalence</a>, <a href="https://publications.waset.org/abstracts/search?q=urinary%20schistosomiasis" title=" urinary schistosomiasis"> urinary schistosomiasis</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20aged%20children" title=" school aged children"> school aged children</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/67411/urinary-schistosomiasis-among-pre-school-and-school-aged-children-in-two-peri-urban-communities-in-southwest-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67411.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">425</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3296</span> The Role of Teaching Assistants for Deaf Pupils in a Mainstream Primary School in England</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hatice%20Yildirim">Hatice Yildirim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was an investigation into the role of teaching assistants (TAs) for deaf pupils in an English primary school. This study aimed to provide knowledge about how TAs support deaf pupils in mainstream schools in England. It is accepted that TAs have an important role in the inclusion of students with disabilities in mainstream schools. However, there has been a lack of attention paid to the role of TAs for deaf pupils in the literature. A qualitative case study approach was used to address the research questions. Twelve semi-structured classroom observations and six semi-structured interviews were carried out with four TAs and two teachers in one English mainstream primary school. The data analysis followed a thematic analysis framework. The results indicated that TAs are utilised based on a one-on-one support model and are deployed under the class teachers in the classroom. The classroom activities are carried out in small groups with the TAs and the class teacher’s agreement, as per the school’s policy. Findings show that TAs carried out seven different roles in the education of deaf pupils in an English mainstream primary school. Supporting the academic and social development of deaf pupils is TA`s main role. Also, they record pupils’ progress, communicate with pupils’ parents, take on a pastoral care role, tutor pupils in additional support lessons and raise awareness of deaf pupils’ issues. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deaf" title="deaf">deaf</a>, <a href="https://publications.waset.org/abstracts/search?q=mainstream%20primary%20school" title=" mainstream primary school"> mainstream primary school</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20assistant" title=" teaching assistant"> teaching assistant</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20assistant%60s%20roles" title=" teaching assistant`s roles"> teaching assistant`s roles</a> </p> <a href="https://publications.waset.org/abstracts/136174/the-role-of-teaching-assistants-for-deaf-pupils-in-a-mainstream-primary-school-in-england" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136174.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">204</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3295</span> Physical Fitness Activities for Elementary School Pupils of Matacon Elementary School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ariel%20B.%20Domagsang">Ariel B. Domagsang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study dealt with the physical fitness activities for elementary school pupils of Matacon Elementary School, Polangui South District, Albay Division are presented in this chapter. Specifically, it looked into the pre-post test performance based on the Physical Fitness Test which were subjected to statistical significant test of difference including health- and skill-related improvement. Finally, it came up with physical fitness activities to improve the physical fitness performance of the pupils. The descriptive method through survey using questionnaire-checklist, unstructured interview and document(ary) analysis were utilized in this research. There were 171 grades five and six pupil participants in this undertaking. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Matakon" title="Matakon">Matakon</a>, <a href="https://publications.waset.org/abstracts/search?q=fitness%20acitivities" title=" fitness acitivities"> fitness acitivities</a>, <a href="https://publications.waset.org/abstracts/search?q=elementary%20schools" title=" elementary schools"> elementary schools</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20fitness%20of%20pupils" title=" physical fitness of pupils"> physical fitness of pupils</a> </p> <a href="https://publications.waset.org/abstracts/20550/physical-fitness-activities-for-elementary-school-pupils-of-matacon-elementary-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20550.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">534</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3294</span> Pupils´ Questions at School Attendance Beginning and Teachers´ Teaching Strategy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marie%20Pavelkov%C3%A1">Marie Pavelková</a>, <a href="https://publications.waset.org/abstracts/search?q=Hana%20Luk%C3%A1%C5%A1ov%C3%A1"> Hana Lukášová</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Pupils´ inquisitiveness at the beginning of their school attendance is reflected by characteristics of the questions they ask. Clearly most of the classroom communication sequences are initiated by the teacher. But the teaching process also includes questions initiated by pupils in the need to satisfy their need for knowledge. The purpose of our research is to present the results of our pre-research strategy of occurrence of pupil-initiated questions in math lessons at the lower elementary school level, and to reveal the extent to which they are influenced by the teacher´s teaching strategy. We used the research methods of direct and indirect observations of fifth year classes in primary school. We focused on questions asked by the pupils in their math lessons. Our research sample for the pre-research observation method was a collection of video recordings available online. We used them for analysing the nature of pupils´ questions identified there. On the basis of the analysis, we hereby present the results concerning the nature of pupils´ questions asked in math lessons on the lower elementary school level. The interpretation of the collected results will be the starting point for the selection of research strategies in the next research stages concerning pupils’ questions in the future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=beginning%20of%20schooling" title="beginning of schooling">beginning of schooling</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-research" title=" pre-research"> pre-research</a>, <a href="https://publications.waset.org/abstracts/search?q=questions%20of%20pupils" title=" questions of pupils"> questions of pupils</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20strategy" title=" teaching strategy"> teaching strategy</a> </p> <a href="https://publications.waset.org/abstracts/67364/pupils-questions-at-school-attendance-beginning-and-teachers-teaching-strategy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67364.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">370</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3293</span> Teacher's Gender and Primary School Pupils Achievement in Social Studies and Its Educational Implications on Pupils</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elizabeth%20Oyenike%20Abegunrin">Elizabeth Oyenike Abegunrin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is borne out of the dire need to improve the academic achievement of pupils in social studies. The paper attempted to reconcile the lacuna in teacher’s gender and primary school pupils’ achievement. With specific reference to Social Studies classroom, the aim of this study was to detail how pupils’ achievement is a function of the teacher’s gender as well as to establish the link (if any) between teacher’s gender and pupils’ educational achievement. The significance of this was to create gender-template standard for teachers, school owners, administrators and policy makers to follow in the course of engendering pupils’ achievement in Social Studies. By adopting a quasi-experimental research design, a sample of two hundred pupils was selected across five primary schools in Education District I, Lagos State and assigned to experimental and control groups. A 40-item Gender and Social Studies Achievement Test (GSSAT) was used to obtain data from the pupils. Having analyzed the data collected using Pearson Product Moment Correlation (PPMC), a reliability of 0.78 was obtained. Result revealed that teacher’s gender (male/female) had no significant effect on pupils’ achievement in Social Studies and that there was significant interaction effect of teacher’s commitment devoid of gender on the general education output of pupils in Social Studies. Taken together, the results revealed that there is a high degree correlation between teacher’s commitment and pupils academic achievement in social studies, and not gender-based. The study recommended that social studies teachers should re-assess their classroom instructional strategies and use more innovative instructional methods and techniques that will give the pupils equal opportunities to excel in social studies, rather than their gender differences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender" title="gender">gender</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20studies" title=" social studies"> social studies</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school" title=" primary school"> primary school</a> </p> <a href="https://publications.waset.org/abstracts/94495/teachers-gender-and-primary-school-pupils-achievement-in-social-studies-and-its-educational-implications-on-pupils" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94495.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">210</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3292</span> The Role of Teaching Assistants for Deaf Pupils in an England Mainstream Primary School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hatice%20Yildirim">Hatice Yildirim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is an investigation into ‘The role of teaching assistants (TAs) for deaf pupils in an English primary school’, in order not only to contribute to the education of deaf pupils but also contribute to the literature, in which there has been a lack of attention paid to the role of TAs for deaf pupils. With this in mind, the research design was planned based on using a case study as a qualitative research approach in order to have a deep and first-hand understanding of the case for ‘the role of TAs for deaf pupils’ in a real-life context. 12 semi-structured classroom observations and six semi-structured interviews were carried out with four TAs and two teachers in one English mainstream primary school. The data analysis followed a thematic analysis framework. The results indicated that TAs are utilised based on a one-on-one support model and are deployed under the class teacher in the classroom. Out of the classroom activities are carried out in small groups with the agreement of the TAs and the class teacher, as per the policy of the school. Due to the one-on-one TA support model, the study pointed out the seven different roles carried out by TAs in the education of deaf pupils in an English mainstream primary school. While supporting deaf pupils academically and socially are the main roles of TAs, they also support deaf pupils by recording their progress, communicating with their parents, taking on a pastoral care role, tutoring them in additional support lessons, and raising awareness of deaf pupils’ issues. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deaf" title="deaf">deaf</a>, <a href="https://publications.waset.org/abstracts/search?q=mainstream" title=" mainstream"> mainstream</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20assistant" title=" teaching assistant"> teaching assistant</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20assistant%27s%20roles" title=" teaching assistant's roles"> teaching assistant's roles</a> </p> <a href="https://publications.waset.org/abstracts/105662/the-role-of-teaching-assistants-for-deaf-pupils-in-an-england-mainstream-primary-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105662.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">211</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3291</span> Addressing Undernourishment of Pupils in a Depressed Community through Feeding Program and Vitamin Supplementation </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alma%20M.%20Corpuz">Alma M. Corpuz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study evaluated the supplemental feeding program for 59 undernourished pupils in an elementary school located in one of the depressed communities in Tarlac City, Philippines in SY 2013-2014. Pupils were fed for one month with heavy breakfast and afternoon snacks. They were also given vitamins daily. Findings revealed that most of the pupils regained normal Body Mass Indices (BMIs) during a routine weighing in the school opening. In addition, results revealed that the academic performance of the pupils in the 4th Quarter, after the feeding program, was higher compared to the 3rd Quarter period. The researchers recommended that school extension programs should prioritize activities to address malnutrition among pupils to help them perform well in academics. In addition, feeding programs must include heavy meal plans like what was implemented in this project. The feeding program must also include giving of milk and vitamins to ensure significant improvement in their nutrition. It is also important that feacalysis and deworming be performed before the feeding program and proper handwashing be integrated into the feeding activity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=wasted" title="wasted">wasted</a>, <a href="https://publications.waset.org/abstracts/search?q=severely%20wasted" title=" severely wasted"> severely wasted</a>, <a href="https://publications.waset.org/abstracts/search?q=body%20mass%20index" title=" body mass index"> body mass index</a>, <a href="https://publications.waset.org/abstracts/search?q=supplemental%20feeding" title=" supplemental feeding"> supplemental feeding</a> </p> <a href="https://publications.waset.org/abstracts/33474/addressing-undernourishment-of-pupils-in-a-depressed-community-through-feeding-program-and-vitamin-supplementation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33474.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">275</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3290</span> Self-Regulation in Socially Rejected Pupils</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Karla%20Hrbackova">Karla Hrbackova</a>, <a href="https://publications.waset.org/abstracts/search?q=Irena%20Balaban%20Cakirpaloglu"> Irena Balaban Cakirpaloglu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is a report on self-regulation in socially rejected pupils. A certain form of social rejection can be found in almost every class within the school environment. Research shows that due to social rejection mechanisms supporting the individual´s effort of reintegration into the group are not triggered. Paradoxically the opposite tendency arises, i.e., an increase in selfish and defeating behaviour. The link between peer exposure and self-regulation is likely to vary as a function of a type and quality of peer interaction (e.g., rejection or acceptance). The paper aims to clarify the level of self-regulation related to interpersonal cognitive problem-solving within the process of social rejection in a school class. The research was done on a sample of 1,133 upper-primary school pupils using the Means-Ends Problem Solving technique (MEPS) and peer sociometric nomination. The results showed that the level of self-regulated skills is related to the status of social rejection. Socially rejected pupils achieve lower levels of self-regulation than other classmates. We found deficiency in the regulation of behaviour, emotions and the regulation of will in the peer rejected pupils with the exception of cognitive regulation in which no differences were detected between socially rejected pupils and other classmates. The results have implications for early prevention and intervention efforts to foster adaptive self-regulation and reduce the risk of later social rejection. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interpersonal%20cognitive%20problem-solving" title="interpersonal cognitive problem-solving">interpersonal cognitive problem-solving</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulation" title=" self-regulation"> self-regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=socially%20rejected%20pupils" title=" socially rejected pupils"> socially rejected pupils</a>, <a href="https://publications.waset.org/abstracts/search?q=upper-primary%20school%20pupils" title=" upper-primary school pupils"> upper-primary school pupils</a> </p> <a href="https://publications.waset.org/abstracts/94311/self-regulation-in-socially-rejected-pupils" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94311.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">170</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3289</span> Security Issues and Primary School Participation in Kenya</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rose%20Mwanza">Rose Mwanza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates security factors influencing primary school pupils’ school participation in Kenya. Schools, communities and the Government all have roles to play in enhancing primary school pupil’s school participation. The effective security system of a country provides the necessary avenues to facilitate improved health services protection of children and allows free movement of the country’s citizens which leads to a conducive atmosphere for school participation. Kenya is a signatory to international commitments and conventions related to security such as the National Policy on Peace Building and Conflict Management, United Nations Development Assistance Framework and Key Security Unity, which enable primary school pupils to participate in education. The paper also looks at the strategies the Government of Kenya has put in place to ensure effective pupil school participation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethnicity" title="ethnicity">ethnicity</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/abstracts/search?q=participation%20in%20school" title=" participation in school"> participation in school</a>, <a href="https://publications.waset.org/abstracts/search?q=poverty" title=" poverty"> poverty</a>, <a href="https://publications.waset.org/abstracts/search?q=terrorism" title=" terrorism"> terrorism</a> </p> <a href="https://publications.waset.org/abstracts/175481/security-issues-and-primary-school-participation-in-kenya" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175481.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">61</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3288</span> Adolescent Social Anxiety, School Satisfaction, and School Absenteeism; Findings from Young-HUNT3 and Norwegian National Education Data</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malik%20D.%20Halidu">Malik D. Halidu</a>, <a href="https://publications.waset.org/abstracts/search?q=Cathrine%20F.%20Moe"> Cathrine F. Moe</a>, <a href="https://publications.waset.org/abstracts/search?q=Tommy%20Haugan"> Tommy Haugan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: The demand for effective school-based interventions in shaping adolescents' unmet mental health needs is growing. Grounding in the functional contextualism approach, this study investigates the role of school satisfaction (SS) in serving as a buffer to school absenteeism (SAB) among adolescents experiencing social anxiety (SA). Methods: A unique and large population-based sample of adolescents (upper secondary school pupils; n= 1864) from the Young-HUNT 3 survey dataset merged with the national educational registry from Norway. Moderation regression analysis was performed using Stata 17. Results: We find a statistically significant moderating role of school satisfaction on the relationship between social anxiety and school absenteeism (β=-0.109,p<0.01) among upper secondary school pupils. Among socially anxious adolescents associated with a higher perceived quality of school life, it functions as a buffer by reducing the positive relationship between SA and SAB. But, there was no statistically significant difference between social anxiety and school absenteeism for adolescents with low school satisfaction. Conclusion: Overall, the study's hypothesis model was statistically supported and contributes to the discourse that school satisfaction as a target of school-based interventions can effectively improve school outcomes (e.g., reduced absenteeism) among socially anxious pupils. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20anxiety" title="social anxiety">social anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20satisfaction" title=" school satisfaction"> school satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20absenteeism" title=" school absenteeism"> school absenteeism</a>, <a href="https://publications.waset.org/abstracts/search?q=Norwegian%20adolescent" title=" Norwegian adolescent"> Norwegian adolescent</a> </p> <a href="https://publications.waset.org/abstracts/168077/adolescent-social-anxiety-school-satisfaction-and-school-absenteeism-findings-from-young-hunt3-and-norwegian-national-education-data" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168077.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3287</span> Maternal Deprivation as Predictor of Academic Performance and Psychosocial Adjustment of Primary School Pupils in Abeokuta Metropolis </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abayomi%20Olatoke%20Adejobi">Abayomi Olatoke Adejobi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated maternal deprivation as predictor of academic performance and psychosocial adjustment of primary school pupils in Abeokuta metropolis. Three null hypotheses were formulated to guide the study. Two hundred public primary school pupils were randomly selected as subjects for the study. The instruments used for data collection were Index of Family Relations (IFR) by Hudson, modified version of Psychosocial Adjustment Scale (PAS) by O’ bailey and Academic records of the pupils from Cumulative Records Folder (CRF). The data collected were statistically treated and the three hypotheses were tested using t-test and Pearson Product Moment Correlation Confident statistical methods at 0.05 alpha level. The results of the analysis showed that there is a significant difference in the academic performance of children who suffered maternal deprivation and those who did not (t – 5.61; df = 198; P < 0.05). Also, there was a significant relationship between psychosocial adjustment of children and maternal deprivation (r = 0.37, df = 10; P < 0.05), while there was no significant difference in academic performance of boys and girls who suffered maternal deprivation (t = 0.32; df = 109; P > 0.05). Based on the results some recommendations were made. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=maternal%20deprivation" title="maternal deprivation">maternal deprivation</a>, <a href="https://publications.waset.org/abstracts/search?q=psychosocial%20adjustment" title=" psychosocial adjustment"> psychosocial adjustment</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school%20pupils" title=" primary school pupils"> primary school pupils</a> </p> <a href="https://publications.waset.org/abstracts/10960/maternal-deprivation-as-predictor-of-academic-performance-and-psychosocial-adjustment-of-primary-school-pupils-in-abeokuta-metropolis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10960.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">463</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3286</span> An Experimental Study of Self-Regulated Learning with High School Gifted Pupils</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prakash%20Singh">Prakash Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research studies affirm the view that gifted pupils are endowed with unique personality traits, enabling them to study at higher levels of thinking, at a faster pace, and with a greater degree of autonomy than their average counterparts. The focus of this study was whether high school gifted pupils are capable of studying an advanced level curriculum on their own by employing self-regulated learning (SRL) strategies. To be self-regulated, pupils are required to be metacognitively, motivationally, and behaviourally active participants in their own learning processes so that they are able to initiate and direct their personal curriculum efforts to acquire cognitive skills and knowledge, instead of being solely reliant on their teachers. Researchers working with gifted populations concede that limited studies have been conducted thus far to examine gifted pupils’ expertise in using SRL strategies to assume ownership of their learning. In order to conduct this investigation, an enriched module in Accounting for specifically gifted grade eleven pupils was developed, incorporating advanced level content, and use was made of the Post-test-Only Control Group Design to accomplish this research objective. The results emanating from this empirical study strongly suggest that SRL strategies can be employed to overcome a narrow, rigid approach that limits the education of gifted pupils in the regular classroom of the high school. SRL can meaningfully offer an alternative way to implement an advanced level curriculum for the gifted in the mainstream of education. This can be achieved despite the limitations of differentiation in the regular classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=advanced%20level%20curriculum" title="advanced level curriculum">advanced level curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20school%20gifted%20pupils" title=" high school gifted pupils"> high school gifted pupils</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulated%20learning" title=" self-regulated learning"> self-regulated learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20professional%20competencies" title=" teachers’ professional competencies"> teachers’ professional competencies</a> </p> <a href="https://publications.waset.org/abstracts/24808/an-experimental-study-of-self-regulated-learning-with-high-school-gifted-pupils" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24808.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">402</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3285</span> The Effects of Incompetence in the Use of Mother Tongue on the Spoken English of Selected Primary School Pupils in Abeokuta South Local Government Ogun State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20G.%20Adeosun">K. G. Adeosun</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Osunaiye"> K. Osunaiye</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20C.%20Chinaguh"> E. C. Chinaguh</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20A.%20Aliyu"> M. A. Aliyu</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20A.%20Onifade"> C. A. Onifade</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined the effects of incompetence in the use of the mother tongue on the spoken English of selected Primary School pupils in Abeokuta South Local Government, Ogun State, Nigeria. The study used a structured questionnaire and interview guide as data collection instruments. The target population was 110 respondents. The sample was obtained by the use of simple random and stratified sampling techniques. The study samples were pupils from Government Primary Schools in Abeokuta South Local Government. The result revealed that the majority of pupils exhibited mother tongue interference in their oral production stage and that the local indigenous languages interfered with the pronunciation of English words to a large extent such that they pronounced ‘people’ as ‘fitful.’ The findings also revealed that there is no significant difference between inadequate teaching materials, shortage of funds towards the promotion of the mother tongue (Yoruba) and spoken English of Primary school pupils in the study area. The study recommended, among other things, that government should provide the necessary support for schools in the areas of teaching and learning materials, funds and other related materials that can enhance the effective use of the mother tongue towards spoken English by Primary School pupils. Government should ensure that oral English is taught to the pupils and the examination at the end of Primary school education should be made compulsory for all pupils. More so, the Government should provide language laboratories and other equipment to facilitate good teaching and learning of oral English. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=effective" title=" effective"> effective</a>, <a href="https://publications.waset.org/abstracts/search?q=government" title=" government"> government</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/165252/the-effects-of-incompetence-in-the-use-of-mother-tongue-on-the-spoken-english-of-selected-primary-school-pupils-in-abeokuta-south-local-government-ogun-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165252.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">82</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3284</span> Improving Home and School Collaboration: Analysis of Parent and Teacher Involvement Practices in Public Elementary Schools in Benguet, Philippines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sherry%20Junette%20Tagle">Sherry Junette Tagle</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Extensive research continues to prove the positive effects of home and school collaborations in education. Although parent involvement programs in Benguet, Philippines are in place, the impact has yet to affect the current aggregate performance of elementary pupils. This study describes the involvement of public elementary teachers and parents along Epstein’s types of involvement using the sequential explanatory design. Survey and interview results show that teachers place greater value on activities that cater to communicating, volunteering, learning at home and decision making. On the other hand, parents are actively involved in all six types and value the importance of their involvement in school to their child’s schooling. Parents of grades 1-4 pupils significantly give importance to communicating activities to offset difficulties encountered by young pupils while parents of grades 5-6 pupils, have declining interest in volunteering and learning at home activities citing older children as being more independent to do teacher-assigned tasks. Teachers, compared to the other respondent groups, significantly place higher value on the importance of parent leaders as their partners in implementing school activities. In general, involvement of parents and teachers in home-school activities is intensive in the lower grade levels and decreases as their child progresses through school. A recommended program for future collaborations of the Philippine’s Department of Education has been formulated to diversify existing activities and elicit greater participation among the school’s stakeholders to achieve holistic development of the pupils and ultimately improve pupils’ school aggregate performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Epstein%27s%20types%20of%20involvement" title="Epstein's types of involvement">Epstein's types of involvement</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20collaborations" title=" community collaborations"> community collaborations</a>, <a href="https://publications.waset.org/abstracts/search?q=home%20and%20school%20partnerships" title=" home and school partnerships"> home and school partnerships</a>, <a href="https://publications.waset.org/abstracts/search?q=parent%20involvement" title=" parent involvement"> parent involvement</a> </p> <a href="https://publications.waset.org/abstracts/61538/improving-home-and-school-collaboration-analysis-of-parent-and-teacher-involvement-practices-in-public-elementary-schools-in-benguet-philippines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61538.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">248</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3283</span> A Study of the Frequency of Individual Support for the Pupils With Developmental Disabilities or Suspected Developmental Disabilities in Regular Japanese School Classes - From a Questionnaire Survey of Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maho%20Komura">Maho Komura</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to determine from a questionnaire survey of teachers the status of implementation of individualized support for the pupils with suspected developmental disabilities in regular elementary school classes in Japan. In inclusive education, the goal is for all pupils to learn in the same place as much as possible by receiving the individualized support they need. However, in the Japanese school culture, strong "homogeneity" sometimes surfaces, and it is pointed out that it is difficult to provide individualized support from the viewpoint of formal equality. Therefore, we decided to conduct this study in order to examine whether there is a difference in the frequency of implementation depending on the content of individualized support and to consider the direction of future individualized support. The subjects of the survey were 196 public elementary school teachers who had been in charge of regular classes within the past five years. In the survey, individualized support was defined as individualized consideration including rational consideration, and did not include support for the entire class or all pupils enrolled in the class (e.g., reducing the amount of homework for pupils who have trouble learning, changing classroom rules, etc.). (e.g., reducing the amount of homework for pupils with learning difficulties, allowing pupils with behavioral concerns to use the library or infirmary when they are unstable). The respondents were asked to choose one answer from four options, ranging from "very much" to "not at all," regarding the degree to which they implemented the nine individual support items that were set up with reference to previous studies. As a result, it became clear that the majority of teachers had pupils with developmental disabilities or pupils who require consideration in terms of learning and behavior, and that the majority of teachers had experience in providing individualized support to these pupils. Investigating the content of the individualized support that had been implemented, it became clear that the frequency with which it was implemented varied depending on the individualized support. Individualized support that allowed pupils to perform the same learning tasks was implemented more frequently, but individualized support that allowed different learning tasks or use of places other than the classroom was implemented less frequently. It was suggested that flexible support methods tailored to each pupil may not have been considered. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title="inclusive education">inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=ndividualized%20support" title=" ndividualized support"> ndividualized support</a>, <a href="https://publications.waset.org/abstracts/search?q=regular%20class" title=" regular class"> regular class</a>, <a href="https://publications.waset.org/abstracts/search?q=elementary%20school" title=" elementary school"> elementary school</a> </p> <a href="https://publications.waset.org/abstracts/157022/a-study-of-the-frequency-of-individual-support-for-the-pupils-with-developmental-disabilities-or-suspected-developmental-disabilities-in-regular-japanese-school-classes-from-a-questionnaire-survey-of-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157022.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">130</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3282</span> Class-Size and Instructional Materials as Correlates of Pupils Learning and Academic Achievement in Primary School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aanuoluwapo%20Olusola%20Adesanya">Aanuoluwapo Olusola Adesanya</a>, <a href="https://publications.waset.org/abstracts/search?q=Adesina%20Joseph"> Adesina Joseph </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examined the class-size and instructional materials as correlates of pupils learning and academic achievement in primary school. The population of the study comprised 198 primary school pupils in three selected schools in Ogun State, Nigeria. Data were collected through questionnaire and were analysed with the use of multiple regression and ANOVA to analysed the correlation between class-size, instructional materials (independent variables) and learning achievement (dependent variable). The findings revealed that schools having an average class-size of 30 and below with use of instructional materials obtained better results than schools having more than 30 and above. The main score were higher in the school in schools having 30 and below than schools with 30 and above. It was therefore recommended that government, stakeholders and NGOs should provide more classrooms and supply of adequate instructional materials in all primary schools in the state to cater for small class-size. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=class-size" title="class-size">class-size</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20materials" title=" instructional materials"> instructional materials</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title=" academic achievement "> academic achievement </a> </p> <a href="https://publications.waset.org/abstracts/10419/class-size-and-instructional-materials-as-correlates-of-pupils-learning-and-academic-achievement-in-primary-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10419.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">350</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3281</span> Perceived Determinants of Obesity among Primary School Pupils in Eti Osa Local Government Area of Lagos State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.%20O.%20Diyaolu">B. O. Diyaolu</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20A.%20Okebanjo"> E. A. Okebanjo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Children in today’s world need attention and care even with their physique as obesity is also at the increased. Several factors can be responsible for obesity in children and adequate attention is paramount in other not to accommodate it into adolescent period. This study investigated perceived determinants of obesity among primary school pupils in Eti Osa Local Government area of Lagos State. Descriptive survey research design was used and population was all obese pupils in Eti Osa Local Government Area of Lagos State. 92 pupils were selected from randomly picked 12 primary schools while purposive sampling technique was used to pick primary 4-6 pupils. With the aid of body mass index (BMI) and age percentile chart the obese pupils were selected. The instrument for the study was a self-developed and structured questionnaire on perceived determinant of obesity. The questionnaire was divided into three sections. The Cronbach’s Alpha reliability coefficient of 0.74 was obtained. The hypotheses were tested at 0.05 significant levels. The completed questionnaire was collated coded and analyzed using descriptive statistics of frequency counts and percentage and inferential statistics of chi-square (X<sup>2</sup>). Findings of this study revealed that physical activities and parental influences were determinant of obesity. Physical activity is essential in reducing the rate of obesity in Eti Osa Local Government Area both at home and within the school environment. Primary schools need to create more playing ground for pupils to exercise themselves. Parents need to cater for their children diet ensuring not just the quantity but the quality as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=feeding%20pattern" title="feeding pattern">feeding pattern</a>, <a href="https://publications.waset.org/abstracts/search?q=obese%20pupils" title=" obese pupils"> obese pupils</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20influence" title=" parental influence"> parental influence</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20activities" title=" physical activities"> physical activities</a> </p> <a href="https://publications.waset.org/abstracts/105916/perceived-determinants-of-obesity-among-primary-school-pupils-in-eti-osa-local-government-area-of-lagos-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105916.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">142</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3280</span> Primary School Teachers’ Conceptual and Procedural Knowledge of Rational Numbers and Its Effects on Pupils Achievement of Rational Numbers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raliatu%20Mohammed%20Kashim">Raliatu Mohammed Kashim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated primary school teachers conceptual and procedural knowledge of rational numbers to determine how it effects on pupil’s achievement on rational number. Specifically, primary school teachers’ level of conceptual and procedural knowledge about rational number and its effects on their pupils understanding of rational number in primary school was explored. The study was carried out in Bauchi state of Nigeria, Using a multistage design. The first stage was a descriptive design. The second stage involves a pre-test post-test only quasi experiment design. The population of the study comprises of six mathematics teachers holding the Nigerian Certificate in Education (NCE) teaching primary six and their two hundred and ten pupils in intact class. Two instrument namely Conceptual and Procedural knowledge Test (CPKT) and Rational number Achievement Test (RAT) were used for data collection. Data collected was analyzed using ANCOVA and Scheffe’s Test. The result revealed a significant differences between pupils taught by teachers with high conceptual and procedural knowledge and those target by teachers with low conceptual and procedural knowledge. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conceptual%20knowledge" title="conceptual knowledge">conceptual knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=procedural%20knowledge" title=" procedural knowledge"> procedural knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=rational%20numbers" title=" rational numbers"> rational numbers</a>, <a href="https://publications.waset.org/abstracts/search?q=multistage%20design" title=" multistage design "> multistage design </a> </p> <a href="https://publications.waset.org/abstracts/12443/primary-school-teachers-conceptual-and-procedural-knowledge-of-rational-numbers-and-its-effects-on-pupils-achievement-of-rational-numbers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12443.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">387</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3279</span> Reading Literacy and Methods of Improving Reading</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iva%20Ko%C5%A1ek%20Barto%C5%A1ov%C3%A1">Iva Košek Bartošová</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrea%20Joke%C5%A1ov%C3%A1"> Andrea Jokešová</a>, <a href="https://publications.waset.org/abstracts/search?q=Eva%20Kozlov%C3%A1"> Eva Kozlová</a>, <a href="https://publications.waset.org/abstracts/search?q=Helena%20Mat%C4%9Bjov%C3%A1"> Helena Matějová</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper presents results of a research team from Faculty of Education, University of Hradec Králové in the Czech Republic. It introduces with the most reading methods used in the 1<sup>st</sup> classes of a primary school and presents results of a pilot research focused on mastering reading techniques and the quality of reading comprehension of pupils in the first half of a school year during training in teaching reading by an analytic-synthetic method and by a genetic method. These methods of practicing reading skills are the most used ones in the Czech Republic. During the school year 2015/16 there has been a measurement made of two groups of pupils of the 1<sup>st</sup> year and monitoring of quantitative and qualitative parameters of reading pupils’ outputs by several methods. Both of these methods are based on different theoretical basis and each of them has a specific educational and methodical procedure. This contribution represents results during a piloting project and draws pilot conclusions which will be verified in the subsequent broader research at the end of the school year of the first class of primary school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=analytic-synthetic%20method%20of%20reading" title="analytic-synthetic method of reading">analytic-synthetic method of reading</a>, <a href="https://publications.waset.org/abstracts/search?q=genetic%20method%20of%20reading" title=" genetic method of reading"> genetic method of reading</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20literacy" title=" reading literacy"> reading literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20methods" title=" reading methods"> reading methods</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20speed" title=" reading speed"> reading speed</a> </p> <a href="https://publications.waset.org/abstracts/48214/reading-literacy-and-methods-of-improving-reading" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48214.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">258</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3278</span> The Investigation on the Status of Disaster Prevention and Reduction Knowledge in Rural Pupils in China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jian-Na%20Zhang">Jian-Na Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiao-Li%20Chen"> Xiao-Li Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Si-Jian%20Li"> Si-Jian Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: In order to investigate current status on knowledge of disaster prevention and reduction in rural pupils, to explore education method on disaster prevention and reduction for rural pupils. Method: A questionnaire was designed based on literature review. Convenient sampling was used in the survey. The questionnaire survey was conducted among 180 students from Huodehong town central primary school which located in Ludian county of Zhaotong city in Yunnan province, where 6.5 magnitude earthquake happened in 2014. The result indicated that the pupils’ knowledge and skills on disaster prevention and reduction relevant poor. The source for them to obtain the knowledge of disaster prevention and reduction included TV (68.9%), followed by their parents (43.9%), while only 24.4% of knowledge is from the teachers. The scores about different natural disaster are ranking in descending order: earthquake (5.39 ±1.27), floods (3.77 ±1.17); debris flow (2.81 ±1.05), family fire (2.16± 0.96). And the disaster experience did not help the pupils enhance the knowledge reserves. There is no statistical significance (P > 0.05) in knowledge scores of disaster prevention and reduction between experienced and non-experienced group. Conclusion: The local disaster experiences did not draw the attention of parents and schools. Knowledge popularization of disaster for local pupils is extremely urgent. It is necessary to take advantage of more mediums to popularize the knowledge and skills about disaster prevention and reduction, for example, family education, school education, newspapers, brochures, etc. The training courses on disaster prevention and reduction which are based on the characteristics of the local rural pupils and the characteristics of the local disasters would be useful. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=rural" title="rural">rural</a>, <a href="https://publications.waset.org/abstracts/search?q=pupils" title=" pupils"> pupils</a>, <a href="https://publications.waset.org/abstracts/search?q=disaster%20prevention%20and%20reduction%20knowledge" title=" disaster prevention and reduction knowledge"> disaster prevention and reduction knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=popularization" title=" popularization"> popularization</a> </p> <a href="https://publications.waset.org/abstracts/69817/the-investigation-on-the-status-of-disaster-prevention-and-reduction-knowledge-in-rural-pupils-in-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69817.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">353</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3277</span> Ideal School of the Future from the Parents´ View: Quantitative Research of Faculty of Education of the University of Hradec Králové</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yveta%20Pohn%C4%9Btalov%C3%A1">Yveta Pohnětalová </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The topic of possible forms of future schools according to rapid changes of life in the 21st century has become to reach several economic and social prognoses. In our research, we have tried to find out what the future school form is according to pupils’ parent’s view. School is a part of life of each person and based on own experience there is a certain individual picture created about a possible look of future education. The aim of our quantitative research was to find out how parents of first grade primary school pupils see the ideal school of the future. The quantitative research realized at the Faculty of Education of the University of Hradec Králové (Czech Republic). By statistical analysis of gained data from 120 respondents, there have been several views of schools of future identified in terms of mission and also the way of education. But a common indicator according to addressed parents would be more focused on the overall personality development rather than the field practice which is related to a realistic idea that school of the future is not and will not be the only source of education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=parents%E2%80%99%20approach" title="parents’ approach">parents’ approach</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20of%20the%20future" title=" school of the future"> school of the future</a>, <a href="https://publications.waset.org/abstracts/search?q=survey" title=" survey"> survey</a>, <a href="https://publications.waset.org/abstracts/search?q=ways%20of%20education" title=" ways of education"> ways of education</a> </p> <a href="https://publications.waset.org/abstracts/48300/ideal-school-of-the-future-from-the-parents-view-quantitative-research-of-faculty-of-education-of-the-university-of-hradec-kralove" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48300.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">237</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3276</span> Primary School Teachers’ Conceptual and Procedural Knowledge of Rational Number and Its Effects on Pupils’ Achievement in Rational Numbers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20M.%20Kashim">R. M. Kashim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated primary school teachers’ conceptual and procedural knowledge of rational numbers and its effects on pupil’s achievement in rational numbers. Specifically, primary school teachers’ level of conceptual knowledge about rational numbers, primary school teachers’ level of procedural knowledge about rational numbers, and the effects of teachers conceptual and procedural knowledge on their pupils understanding of rational numbers in primary schools is investigated. The study was carried out in Bauchi metropolis in the Bauchi state of Nigeria. The design of the study was a multi-stage design. The first stage was a descriptive design. The second stage involves a pre-test, post-test only quasi-experimental design. Two instruments were used for the data collection in the study. These were Conceptual and Procedural knowledge test (CPKT) and Rational number achievement test (RAT), the population of the study comprises of three (3) mathematics teachers’ holders of Nigerian Certificate in Education (NCE) teaching primary six and 210 pupils in their intact classes were used for the study. The data collected were analyzed using mean, standard deviation, analysis of variance, analysis of covariance and t- test. The findings indicated that the pupils taught rational number by a teacher that has high conceptual and procedural knowledge understand and perform better than the pupil taught by a teacher who has low conceptual and procedural knowledge of rational number. It is, therefore, recommended that teachers in primary schools should be encouraged to enrich their conceptual knowledge of rational numbers. Also, the superiority performance of teachers in procedural knowledge in rational number should not become an obstruction of understanding. Teachers Conceptual and procedural knowledge of rational numbers should be balanced so that primary school pupils will have a view of better teaching and learning of rational number in our contemporary schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conceptual" title="conceptual">conceptual</a>, <a href="https://publications.waset.org/abstracts/search?q=procedural%20knowledge" title=" procedural knowledge"> procedural knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=rational%20number" title=" rational number"> rational number</a>, <a href="https://publications.waset.org/abstracts/search?q=pupils" title=" pupils"> pupils</a> </p> <a href="https://publications.waset.org/abstracts/24016/primary-school-teachers-conceptual-and-procedural-knowledge-of-rational-number-and-its-effects-on-pupils-achievement-in-rational-numbers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24016.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">451</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3275</span> Determinants of Pupils' Performance in the National Achievement Test in Public Elementary Schools of Cavite City</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Florenda%20B.%20Cardinoza">Florenda B. Cardinoza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was conducted to determine the determinants of Grade III and grade VI pupils’ performance in the National Achievement Test in the Division of Cavite City, School Year 2011-2012. Specifically, the research aimed to: (1) describe the demographic profile of the respondents in terms of age, sex, birth order, family size, family income, and occupation of parents; (2) determine the level of attitude towards NAT; and (3) describe the degree of relationship between the following variables: school support, teachers’ support, and lastly family support for the pupils’ performance in 2012 NAT. The study used the descriptive-correlation research method to investigate the determinants of pupils’ performance in the National Achievement Test of Public Elementary Schools in the Division of Cavite City. The instrument used in data gathering was a self-structured survey. The NAT result for SY 2011-2012 provided by NETRC and DepEd Cavite City was also utilized. The statistical tools used to process and analyze the data were frequency distribution, percentage, mean, standard deviation, Kruskall Wallis, Mann-Whitney, t-test for independent samples, One-way ANOVA, and Spearman Rank Correlational Coefficient. Results revealed that there were more female students than males in the Division of Cavite City; out of 659 respondents, 345 were 11 years old and above; 390 were females; 283 were categorized as first child in the family; 371 of the respondents were from small family; 327 had Php5000 and below family income; 450 of the fathers’ respondents were non professionals; and 431 of the mothers respondents had no occupation. The attitude towards NAT, with a mean of 1.65 and SD of .485, shows that respondents considered NAT important. The school support towards NAT, with a mean of 1.89 and SD of .520, shows that respondents received school support. The pupils had a very high attitude towards teachers’ support in NAT with a mean of 1.60 and SD of .572. Family support, with t-test of 16.201 with a p-value of 0.006, shows significant at 5 percent level. Thus, the determinants of pupils’ performance in NAT in terms of family support for NAT preparation is not significant according to their family income. The grade level, with the t-test is 4.420 and a p-value of 0.000, is significant at 5 percent level. Therefore, the determinants of pupils’ performance in NAT in terms of grade level for NAT preparation vary according to their grade level. For the determinants of pupils’ performance of NAT sample test for attitude towards NAT, school support, teachers’ support, and family support were noted highly significant with a p value of 0.000. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=achievement" title="achievement">achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=determinants" title=" determinants"> determinants</a>, <a href="https://publications.waset.org/abstracts/search?q=national" title=" national"> national</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=public" title=" public"> public</a>, <a href="https://publications.waset.org/abstracts/search?q=pupils%27" title=" pupils'"> pupils'</a>, <a href="https://publications.waset.org/abstracts/search?q=test" title=" test"> test</a> </p> <a href="https://publications.waset.org/abstracts/37999/determinants-of-pupils-performance-in-the-national-achievement-test-in-public-elementary-schools-of-cavite-city" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37999.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">350</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3274</span> Effect of Two Transactional Instructional Strategies on Primary School Pupils’ Achievement in English Language Vocabulary and Reading Comprehension in Ibadan Metropolis, Nigeria </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eniola%20Akande">Eniola Akande</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: English vocabulary and reading comprehension are core to academic achievement in many school subjects. Deficiency in both accounts for dismal performance in internal and external examinations among primary school pupils in Ibadan Metropolis, Nigeria. Previous studies largely focused on factors influencing pupils’ achievement in English vocabulary and reading comprehension. In spite of what literature has shown, the problem still persists, implying the need for other kinds of intervention. This study was therefore carried out to determine the effect of two transactional strategies Picture Walk (PW) and Know-Want to Learn-Learnt (KWL) on primary four pupils’ achievement in English vocabulary and reading comprehension in Ibadan Metropolis. The moderating effects of gender and learning style were also examined. Methodology: The study was anchored on Rosenblatt’s Transactional Reading and Piaget’s Cognitive Development theories; pretest-posttest control group quasi-experimental design with 3x2x3 factorial matrix was adopted. Six public primary schools were purposively selected based on the availability of qualified English language teachers in Primary Education Studies. Six intact classes (one per school) with a total of 101 primary four pupils (48 males and 53 females) participated. The intact classes were randomly assigned to PW (27), KWL (44) and conventional (30) groups. Instruments used were English Vocabulary (r=0.83), Reading Comprehension (r=0.84) achievement tests, Pupils’ Learning Style Preference Scale (r=0.93) and instructional guides. Treatment lasted six weeks. Data were analysed using the Descriptive statistics, Analysis of Covariance and Bonferroni post-hoc test at 0.05 level of significance. The mean age was 8.86±0.84 years. Result: Treatment had a significant main effect on pupils’ reading comprehension (F(2,82)=3.17), but not on English vocabulary. Participants in KWL obtained the highest post achievement means score in reading comprehension (8.93), followed by PW (8.06) and control (7.21) groups. Pupils’ learning style had a significant main effect on pupils’ achievement in reading comprehension (F(2,82)=4.41), but not on English vocabulary. Pupils with preference for tactile learning style had the highest post achievement mean score in reading comprehension (9.40), followed by the auditory (7.43) and the visual learning style (7.37) groups. Gender had no significant main effect on English vocabulary and reading comprehension. There was no significant two-way interaction effect of treatment and gender on pupils’ achievement in English vocabulary and reading comprehension. The two-way interaction effect of treatment and learning style on pupils’ achievement in reading comprehension was significant (F(4,82)=3.37), in favour of pupils with tactile learning style in PW group. There was no significant two-way interaction effect of gender and learning style on pupils’ achievement in English vocabulary and reading comprehension. The three-way interaction effects were not significant on English vocabulary and reading comprehension. Conclusion: Picture Walk and Know-Want to learn-Learnt instructional strategies were effective in enhancing pupils’ achievement in reading comprehension but not on English vocabulary. Learning style contributed considerably to achievement in reading comprehension but not to English vocabulary. Primary school, English language teachers, should put into consideration pupils’ learning style when adopting both strategies in teaching reading comprehension for improved achievement in the subject. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=comprehension-based%20intervention" title="comprehension-based intervention">comprehension-based intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=know-want%20to%20learn-learnt" title=" know-want to learn-learnt"> know-want to learn-learnt</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20style" title=" learning style"> learning style</a>, <a href="https://publications.waset.org/abstracts/search?q=picture%20walk" title=" picture walk"> picture walk</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school%20pupils" title=" primary school pupils"> primary school pupils</a> </p> <a href="https://publications.waset.org/abstracts/121849/effect-of-two-transactional-instructional-strategies-on-primary-school-pupils-achievement-in-english-language-vocabulary-and-reading-comprehension-in-ibadan-metropolis-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121849.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">143</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3273</span> Factors Affecting English Language Acquisition and Learning for Primary Schools in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chibuzor%20Dalmeida">Chibuzor Dalmeida </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper shall discuss the factors affecting English Language Acquisition and Learning for Primary School in Nigeria. Learning English language is a difficult task mostly those at the primary school level. Pupils find it more difficult on vocabulary, grammar and sentence structure, idioms, pronunciation etc. Researchers have discovered the reasons behind these discrepancies and have formulated theories that could be of utmost assistance to English language teachers and students. This paper further looked at the following factors that include Learner Characteristics and Personal Traits, Situational and Environmental Factors, Prior Language Development and Competence and Age and Brain Development. It further recommended that pupils must learn new vocabulary, rules for grammar and sentence structure, idioms, pronunciation. Pupils whose families and communities set high standards for language acquisition learn more quickly than those who do not. Exposure to high-quality programs also essential. Pupils do best when they are allowed to speak their native language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acquisition" title="acquisition">acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=affecting" title=" affecting"> affecting</a>, <a href="https://publications.waset.org/abstracts/search?q=factors" title=" factors"> factors</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a> </p> <a href="https://publications.waset.org/abstracts/34279/factors-affecting-english-language-acquisition-and-learning-for-primary-schools-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34279.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">628</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3272</span> Facilitating Curriculum Access for Pupils with Vision Impairments: An Analysis of the Role of Specialist Teachers in England and Turkey</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kubra%20Akbayrak">Kubra Akbayrak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In parallel with increasing inclusive practice for pupils with vision impairments, the role of specialist teachers who have specialized in the area of vision impairment has dramatically changed in recent years. This study, therefore, aims to provide a holistic perspective towards the distinctive role of specialist teachers of pupils with vision impairments in different educational settings (including mainstream settings, special school settings, etc.) in Turkey and England. Within the scope of the study, semi-structured interviews have been conducted with 17 specialist teachers in Turkey and 14 specialist teachers in England in order to reveal the perception of specialist teachers regarding their roles in different educational settings as well as their perception towards their pre-service training. As this study is a part of an ongoing PhD research, the qualitative data through semi-structured interviews will be analyzed through using Bronfenbrenner’s ecological systems theory as a theoretical framework in order to provide a holistic view regarding the role of specialist teachers particularly in facilitating curriculum access for pupils with vision impairments in England and Turkey. However, the initial findings broadly illustrate that specialist teachers who work in special school settings have different understanding regarding their roles compared to specialist teachers who work in mainstream settings in relation to promoting independence for pupils with vision impairments. The initial findings also imply that specialist teachers in England and Turkey have different perception about their roles in relation to providing specialist advice and guidance for families of pupils. With the completion of the analysis of the study, it is hoped that the findings will provide an insight into the role of specialist teachers in order to provide implication for programmes which prepare specialist teachers of pupils with vision impairments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20access" title="curriculum access">curriculum access</a>, <a href="https://publications.waset.org/abstracts/search?q=pupils%20with%20vision%20impairments" title=" pupils with vision impairments"> pupils with vision impairments</a>, <a href="https://publications.waset.org/abstracts/search?q=specialist%20teachers" title=" specialist teachers"> specialist teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education" title=" special education"> special education</a> </p> <a href="https://publications.waset.org/abstracts/86753/facilitating-curriculum-access-for-pupils-with-vision-impairments-an-analysis-of-the-role-of-specialist-teachers-in-england-and-turkey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86753.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">232</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3271</span> Math Word Problems: Context and Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Irena%20Smetackova">Irena Smetackova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The important part of school mathematics are word problems which represent the connection between school knowledge and life reality. To find the reasons why students consider word problems to be difficult, it is necessary to take into consideration the motivational settings, besides mathematical knowledge and reading skills. Our goal is to identify whether the familiar or unfamiliar context of math word problem influences solving success rate and if so, whether the reasons are motivational or cognitive. For this purpose, we conducted three steps study in group of fifty pupils 9-10 years old. In the first step, we asked pupils to create ‘the best’ word problems for entered numerical formula. The set of 19 word problems with different contexts were selected. In the second step, pupils were asked to evaluate (without solving) how they like each item and how easy it is for them. The 6 word problems with low preference and low estimated success rate were selected and combined with other 6 problems with high preference and success rate. In the third step, the same pupils were asked to solve the word problems. The analysis showed that pupils attitudes and solving toward word problems varied by the context. The strong gender patterns both in preferred contexts and in estimated success rates were identified however the real success rate did not differ so strongly. The success gap between word problems with and without preferred contexts were stronger than the gap between problems with and without real experience with the context. The hypothesis that motivational factors are more important than cognitive factors was confirmed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematics" title="mathematics">mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=context%20of%20reality" title=" context of reality"> context of reality</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=cognition" title=" cognition"> cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=word%20problems" title=" word problems"> word problems</a> </p> <a href="https://publications.waset.org/abstracts/84849/math-word-problems-context-and-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84849.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">198</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3270</span> Individualized Teaching Process for Pupils with Moderate Mental Disability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vojt%C4%9BCh%20Gybas">VojtěCh Gybas</a>, <a href="https://publications.waset.org/abstracts/search?q=Libor%20Klubal"> Libor Klubal</a>, <a href="https://publications.waset.org/abstracts/search?q=Kate%C5%99Ina%20Kostol%C3%A1Nyov%C3%A1"> KateřIna KostoláNyová</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Individualized teaching process for pupils with moderate mental disabilities with the help of using mobile touch devices may be one of the forms of teaching to achieve better development of these students during the teaching process. Didactics of information and communication technology (ICT) for special primary schools, where within the Czech Republic pupils with moderate mental retardation are educated, is not precisely and clearly defined. Still, general educational program for elementary school contains a special educational area of information and communication technology, in which the work and content area are focused on work with the classic desktop, and it is not always acceptable in the case of students with moderate mental disabilities. Individualization of their schooling requires a fully elaborate content of teaching material corresponding with intellectual abilities and individuality of each pupil. After three years of daily use of mobile touch devices iPad and participant observation of 7 pupils in a class from special elementary school, we can say that these technologies can be a very useful tool, and in many ways, they even exceed, compensate and replace freely available printed educational material that is rather outdated. By working with mobile touch technology, a pupil gains responsibility, trains his will, learns to rely on himself. The first results obtained from the case studies suggest that this form of teaching may also be beneficial for pupils with moderate mental disabilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=individualized%20teaching" title="individualized teaching">individualized teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20touch%20technology" title=" mobile touch technology"> mobile touch technology</a>, <a href="https://publications.waset.org/abstracts/search?q=iPad" title=" iPad"> iPad</a>, <a href="https://publications.waset.org/abstracts/search?q=moderate%20mental%20disability" title=" moderate mental disability"> moderate mental disability</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education%20needs" title=" special education needs"> special education needs</a> </p> <a href="https://publications.waset.org/abstracts/53321/individualized-teaching-process-for-pupils-with-moderate-mental-disability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53321.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">328</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3269</span> A Study of Primary School Parents’ Interaction with Teachers’ in Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shireen%20Simon">Shireen Simon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the interactions between primary school parents-teachers in Malaysia. Schools in the country are organized to promote participation between parents and teachers. Exchanges of dialogue are most valued between parents and teachers because teachers are in daily contact with pupils’ and the first line of communication with parents. Teachers are considered by parents as the most important connection to improve children learning and well-being. Without a good communication, interaction or involvement between parent-teacher might tarnish a pupils’ performance in school. This study tries to find out multiple emotions among primary school parents-teachers, either estranged or cordial, when they communicate in a multi-cultured society in Malaysia. Important issues related to parent-teacher interactions are discussed further. Parents’ involvement in an effort to boost better education in school is significantly more effective with parents’ involvement. Lastly, this article proposes some suggestions for parents and teachers to build a positive relationship with effective communication and establish more democratic open door policy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multi-cultured%20society" title="multi-cultured society">multi-cultured society</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20involvement" title=" parental involvement"> parental involvement</a>, <a href="https://publications.waset.org/abstracts/search?q=parent-teacher%20relationships" title=" parent-teacher relationships"> parent-teacher relationships</a>, <a href="https://publications.waset.org/abstracts/search?q=parents%E2%80%99%20interaction" title=" parents’ interaction"> parents’ interaction</a> </p> <a href="https://publications.waset.org/abstracts/62056/a-study-of-primary-school-parents-interaction-with-teachers-in-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62056.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">248</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=upper-primary%20school%20pupils&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=upper-primary%20school%20pupils&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=upper-primary%20school%20pupils&page=4">4</a></li> <li class="page-item"><a class="page-link" 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