Educational and social correlates of the digital divide for rural and urban children: A study on primary school students in a provincial city of China

2013 ◽  
Vol 60 (1) ◽  
pp. 197-209 ◽  
Author(s):  
Yan Li ◽  
Maria Ranieri
Keyword(s):  
Primary School ◽  
Digital Divide ◽  
Urban Children ◽  
Primary School Students ◽  
School Students ◽  
Social Correlates ◽  
Provincial City ◽  
Rural And Urban

scholarly journals Fuentes de conocimiento en la identificación y preferencias de fauna en niñez de contextos rurales y urbanos

2018 ◽  
Vol 22 (3) ◽  
Author(s):  
Nidia Yaneth Torres-Merchán ◽  
Luis Alfonso Salcedo-Plazas ◽  
Ángela Becerra-Niño ◽  
Wilson Valderrama
Keyword(s):  
Elementary School ◽  
Mass Media ◽  
Primary School ◽  
Endemic Species ◽  
Animal Species ◽  
Primary School Students ◽  
School Students ◽  
Rural And Urban ◽  
Urban Elementary School ◽  
Taxonomic Groups

This article analyzes the influence of mass media on primary school students when studying animal species. Images on taxonomic groups of wildlife transmit perceptions. Therefore, these transmitted perceptions are examined in 249 children from rural and urban elementary school aged 7 to 13 years old. This analysis used two PowerPoint presentations with images of endemic and non-endemic species. It is found that in urban and rural contexts, television and Internet are the means for further identification of the species presented. Concerning the perceptions, students have a preference for mammals and birds species. These data allow inferring the influence media can have on the knowledge of biodiversity and the promotion of care towards nature.

scholarly journals EFFECT OF SCHOOL LOCATION ON THE ADOPTED COGNITIVE STYLE OF PRIMARY SCHOOL STUDENTS IN KOGI STATE

2021 ◽  
Vol 9 (10) ◽  
pp. 964-969
Author(s):  
Sunday Aboritoli ◽  
Keyword(s):  
Primary School ◽  
Urban Communities ◽  
Cognitive Style ◽  
School Environment ◽  
Primary Schools ◽  
Primary School Students ◽  
School Students ◽  
School Location ◽  
Rural And Urban ◽  
Figure Test

Primary education is globally recognized as the foundation laying stage of education.Over the past few decades, researchers have devoted interest to the differences in reasoning, problem-solving, and perception that underlie cognitive style. Numerous researchers have also attributed the differences in cognitive style to various social, cultural, psychological, and demographic factors. However, the purpose of the present study is to examine school location as an environmental factor that could predict childrens cognitive styles. Sixty-four primary school students drawn from primary schools in rural and urban communities in the Kogi state participated in the study. The Group Embedded Figure Test (GEFT) was used for data collection. The result of the study revealed that the school location significantly predicted field independent/dependent cognitive style. Thus, the study concluded that the school environment is a positive determinant of adopted cognitive style.

scholarly journals METACOGNITIVE APPROACH TO ENHANCING MATHEMATICAL PERFORMANCE AMONG PRIMARY SCHOOL STUDENTS IN RURAL AND URBAN AREAS OF KOGI STATE

2021 ◽  
Vol 9 (5) ◽  
pp. 533-538
Author(s):  
David Okpanachi ◽  
◽  
Samuel A. Umoru ◽  
Keyword(s):  
Primary School ◽  
Urban Areas ◽  
Primary School Students ◽  
School Students ◽  
Test Analysis ◽  
Rural And Urban Areas ◽  
Mathematical Performance ◽  
Rural And Urban ◽  
Significant Difference ◽  
Quasi Experimental

In this study, a quasi-experimental design was employed to ascertain the effect of the metacognitive instruction approach on primary school students mathematical performance in Kogi State. A total of seventy-two students with an age range of 7 – 11 years and a mean age of (M=9.12), (SD= 1.22) participated in the study. The participants were grouped into two and were subjected to a pre-test and post-test study. Mean, and standard deviation scores were used, and an independent t-test analysis conducted on the data established a statistically significant difference between the groups, MD = 11.54 (95% CI, 7.91 to 15.14), t (70) = 6.313, p = .001. Thus, the result supported the studys hypothesis. It was concluded that metacognition is effective in enhancing students mathematics performance. The studyrecommends that teachers be regularly trained on the use of the metacognitive approach in the classroom.

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

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