scholarly journals The effects of a gamified project based on historical thinking on the academic performance of primary school children

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
María Martínez-Hita ◽  
Cosme Jesús Gómez-Carrasco ◽  
Pedro Miralles-Martínez
Keyword(s):  
Primary School ◽  
School Children ◽  
Teaching And Learning ◽  
Performance Test ◽  
Historical Thinking ◽  
Primary School Children ◽  
Control Group ◽  
Before And After ◽  
Quasi Experimental ◽  
Training Programmes

AbstractHistory education research has long defended a transformation of the teaching and learning process in order to overcome the repetitive and conceptual learning of history, advocating an approach based on the development of historical thinking. Gamification is an innovative educational tool which may facilitate the learning of historical thinking concepts in the classroom. The objective of this quasi-experimental research was to verify whether the learning of history of 4th year primary school children improved following the implementation of a gamified project in the classroom compared with a control group which followed a traditional methodology. For this purpose, the learners completed a mixed performance test before and after the classroom intervention. The results showed significant differences in the intergroup (posttest) and intragroup (pretest–posttest) comparisons. This research may serve as a reference point for promoting the implementation of gamification in the primary classroom, and for orienting teacher training programmes towards an epistemological and methodological change.

scholarly journals Does A Multiple-Sport Intervention Based on the TGfU Pedagogical Model for Physical Education Increase Physical Fitness in Primary School Children?

2020 ◽  
Vol 17 (15) ◽  
pp. 5532
Author(s):  
Armando Cocca ◽  
Jovanny Edmundo Carbajal Baca ◽  
Germán Hernández Cruz ◽  
Michaela Cocca
Keyword(s):  
Physical Education ◽  
Physical Fitness ◽  
Primary School ◽  
School Children ◽  
Cognitive Domain ◽  
Primary School Children ◽  
Control Group ◽  
Psychological Benefits ◽  
Post Test ◽  
Quasi Experimental

Teaching Games for Understanding (TGfU) is one of the pedagogical models used for increasing health through physical education (PE), being associated with several psychological benefits. However, only few studies have studied the effect of TGfU on physical fitness. This study aims at assessing the changes in students’ physical fitness after a six-month TGfU-based program with primary school children. A total of eight schools from the state of Sonora (Mexico) were randomly distributed into experimental (EG) and control group (CG). The final sample consisted of 188 pupils (100 boys, 88 girls; age = 10.22 ± 0.76 years) from the 5th and 6th grade. Employing a quasi-experimental design, physical fitness was assessed by means of the Eurofit test battery. At post-test, EG obtained significantly higher scores than CG in flexibility, abdominals, speed (p < 0.001), handgrip (p = 0.002), low-limb power (p = 0.032), and cardiorespiratory fitness (p = 0.048). Our findings suggest that TGfU can be a valid alternative to traditional methodologies not only when the aim of a PE unit is to stimulate the cognitive domain, but also for the development of physical fitness attributes that may help pupils develop in a comprehensive manner.

scholarly journals The Effect of Pictorial Models Health Education on Mother Skill in Determining Early Anemia on Primary School Children

2018 ◽  
Vol 1 (3) ◽  
pp. 1
Author(s):  
Aniharyati Aniharyati ◽  
Haris Haris ◽  
Ahmad Ahmad
Keyword(s):  
Health Education ◽  
Early Detection ◽  
Primary School ◽  
School Children ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Wilcoxon Test ◽  
Primary School Children ◽  
P Value ◽  
Quasi Experimental

Introduction: Early detection of anemia can be performed by mother and the mother should have knowledge and skills in it. Health education is a strategy in providing knowledge, comprehension, abilities and skills for empowerment. This is a quasi-experimental research with pre and post-test design in the same group. Researchers will assess mothers who have elementary school children before and after a pictorial model health education given on how to detect early anemia in primary school children. This research was conducted in Bontokape Village, Bolo Sub-district, Bima Regency. The population of this research was 150 people and 60 people were chosen as samples by purposive sampling technique. Data were analyzed by Wilcoxon test. Results: Unskilled category respondents are 91,7% before health education given and decrease to 0% after health education.Pictorial model health education is significantly influence on early detection mother skill of anemia in primary school children (p-value 0,00). Discussion: Narration and animation in teaching and learning process is an interesting media and proven effectively to improve learning result. Pictorial model health education can significantly improve the mother's skills.

scholarly journals Assessing adaptation capabilities in primary school children attending schools with different educational processes

2021 ◽  
Vol 100 (5) ◽  
pp. 495-500
Author(s):  
Olga A. Maklakova ◽  
Darya A. Eisfeld ◽  
Nina V. Zaitseva
Keyword(s):  
Primary School ◽  
School Children ◽  
Teaching And Learning ◽  
Educational Process ◽  
Primary School Children ◽  
Adaptation Mechanism ◽  
Nervous Systems ◽  
Adaptation Mechanisms ◽  
Educational Processes ◽  
And Mathematics

Introduction. Innovative teaching and learning systems involve intensification of the educational process and greater academic loads; it results in the exertion of adaptation systems in a body, especially when it comes to primary school children. Purpose of the study. Our research goal was to assess peculiarities of adaptation capabilities in primary school children who attended schools with different educational processes. Material and methods. To study peculiarities of adaptation capabilities in primary school children, we performed a clinical examination of 183 children (51.4% boys and 48.6% girls, the average age being 9.51±0.17) who attended a lyceum (group A), a school with advanced studies of physics and mathematics (Group B), and an ordinary secondary school (Group C). We also analyzed how intense educational loads were in all three educational establishments. Children’s adaptation capabilities were assessed as per functional parameters of their cardiovascular and vegetative nervous systems and catecholamines’ contents in blood. Results. The entry-level secondary schools tend to have more intense educational processes. We established that primary school children who attended a lyceum faced 1.5 times greater intellectual and sensory loads; children who attended a school with advanced studies of physics and mathematics had educational loads that were 1.3-1.4 times more monotonous than in other establishments; children who attended an ordinary school had to bear 1.8 times higher emotional loads. ⅔ primary school children had exertion of functional reserves in their cardiovascular system caused by a longer educational load duration. 36% of primary school children who attended a school with advanced studies of physics and mathematics had tension in their adaptation mechanisms caused by monotonous educational loads combined with lower noradrenalin contents in blood. Those children also ran up to 4.9 times higher risks of adaptation mechanism exertion. 48.5-56.7% of children who attended a lyceum and an ordinary school had vegetative imbalance that became apparent via activated adaptation-trophic influence promoted by the sympathetic section in the vegetative nervous systems and related to the duration of learning activities. Conclusion. Intensification of the educational process results in disorders of compensatory-adaptation mechanisms in primary school children.

scholarly journals Classroom Standing Desks and Time-Series Variation in Sedentary Behavior and Physical Activity among Primary School Children

2019 ◽  
Vol 16 (11) ◽  
pp. 1892 ◽  
Author(s):  
Tetsuhiro Kidokoro ◽  
Yasuo Shimizu ◽  
Kanako Edamoto ◽  
Michael Annear
Keyword(s):  
Physical Activity ◽  
Time Series ◽  
Primary School ◽  
Sedentary Behavior ◽  
School Children ◽  
Primary School Children ◽  
Control Group ◽  
School Time ◽  
Intensity Physical Activity

The purpose of the present study was to examine the effects of height-adjustable standing desks on time-series variation in sedentary behavior (SB) among primary school children. Thirty-eight children aged 11–12 years (22 boys and 16 girls) from two classes at a primary school in Nagano, Japan, participated in this study. One class was allocated as the intervention group and provided with individual standing desks for 6 months, and the other was allocated as the control group. Time spent in SB, light-intensity physical activity (LPA), and moderate-to-vigorous-intensity physical activity (MVPA) was measured using accelerometers (ActiGraph) at baseline and follow-up. Time spent in SB was significantly lower by 18.3 min/day on average in the intervention class at follow-up (interaction effects: F(1, 36) = 4.95, p = 0.035, η2 = 0.082). This was accompanied by a significant increase in time spent in MVPA (+19.9 min/day on average). Our time-series analysis showed significant decreases in SB during school time, while no change in SB was found during non-school time. This result indicates that the use of standing desks promotes an overall reduction in SB with no compensatory increase during non-school time.

Bizzy Break! The Effect of a Classroom-Based Activity Break on In-School Physical Activity Levels of Primary School Children

2013 ◽  
Vol 25 (2) ◽  
pp. 300-307 ◽  
Author(s):  
Elaine Murtagh ◽  
Maureen Mulvihill ◽  
Oonagh Markey
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Intervention Group ◽  
Primary School Children ◽  
Control Group ◽  
Step Counts ◽  
Significant Difference

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

scholarly journals The Effects of Brain Breaks on Motives of Participation in Physical Activity among Primary School Children in Malaysia

2019 ◽  
Vol 16 (13) ◽  
pp. 2331 ◽  
Author(s):  
Mawar Siti Hajar ◽  
Hussein Rizal ◽  
Yee Cheng Kueh ◽  
Ayu Suzailiana Muhamad ◽  
Garry Kuan
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Control Group ◽  
P Value ◽  
Factorial Anova ◽  
Significant Downward Trend ◽  
Brain Breaks ◽  
And Control

Brain breaks is a physical activity (PA) video designed for school settings that is used to stimulate student’s health and learning. The purpose of this study is to measure the effects of brain breaks on motives of participation in PA among primary school children in Malaysia. Purposive sampling was used to divide 159 male and 176 female students aged 10 to 11 years old, mean (standard deviation (SD)) = 10.51 (0.50), from two schools in Kelantan, Malaysia into intervention (n = 183) and control (n = 152) groups. Students undertook brain breaks activities on school days (five minutes per session) spread out for a period of four months. Mixed factorial analysis of variance (ANOVA) was used to test the students’ motives of participation in PA for pre-, mid-, and post-tests using the Physical Activity and Leisure Motivation Scale-Youth-Malay (PALMS-Y-M). Mixed factorial ANOVA showed significant changes in enjoyment, F(2, 392) = 8.720, p-value (ηp2) = 0.001 (0.043); competitiveness, F(2, 195) = 4.364, p-value (ηp2) = 0.014 (0.043); appearance, F(2, 392) = 5.709, p-value (ηp2) = 0.004 (0.028); and psychological condition, F(2, 392) = 4.376, p-value (ηp2) = 0.013 (0.022), whereas mastery, affiliation, and physical condition were not significant (p < 0.05). Further post-hoc analysis revealed a significant downward trend in the control group (p < 0.05). Brain breaks is successful in maintaining students’ motives for PA in four of the seven factors.

scholarly journals The Effect of Brain Breaks on Physical Activity Behaviour among Primary School Children: A Transtheoretical Perspective

2019 ◽  
Vol 16 (21) ◽  
pp. 4283 ◽  
Author(s):  
Hussein Rizal ◽  
Mawar Siti Hajar ◽  
Ayu Suzailiana Muhamad ◽  
Yee Cheng Kueh ◽  
Garry Kuan
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Stages Of Change ◽  
School Children ◽  
Decisional Balance ◽  
Primary School Children ◽  
Control Group ◽  
P Value ◽  
Significant Difference ◽  
Brain Breaks

Brain Breaks Physical Activity Solutions (BBPAS) is a web-based structured physical activity (PA) video that is specifically designed for school settings and can stimulate a student’s health and learning. The purpose of this study is to measure the effect of BBPAS on the stages of change, decisional balance, processes of change, self-efficacy and leisure-time exercise among Malay ethnic primary school children. A validated Malay version of three of the five constructs was derived with sound validity and was used in the present study. A total of 159 male and 163 female children aged 10 to 11 years old, mean (SD) = 10.53 (0.50), were recruited from two schools in Kelantan, Malaysia. Purposive sampling was used to divide the children into intervention (n = 177) and control (n = 145) groups. Children in the intervention group underwent BBPAS activity for an accumulated 30 min per week, while children in the control group were not involved in the BBPAS intervention. Mixed factorial analysis of variance (ANOVA) was used to examine the effect of BBPAS on the study variables. A mixed ANOVA showed significant changes (time effect) on cognitive process, F(1, 320) = 5.768, p-value = 0.017; behavioural process, F(1, 313) = 5.736, p-value = 0.017; and internal feeling, F(1, 312) = 6.050, p-value = 0.014. There was also a significant difference between groups on cons, F(1, 316) = 7.504, p-value = 0.007. A significant interaction effect was observed for stages of change, F(1, 319) = 7.861, p-value = 0.005; pros, F(1, 316) = 31.311, p-value = 0.001; internal feeling, F(1, 312) = 4.692, p-value = 0.031; and behavioural process, F(1, 313) = 7.312, p-value = 0.007. In conclusion, BBPAS was successful in improving four of the five constructs, and thus, should be recommended to be used in schools throughout Malaysia.

Children Using Language: Can Computers Help?

1992 ◽  
Vol 8 (3) ◽  
pp. 146-150 ◽  
Author(s):  
Liam F. Heaney
Keyword(s):  
Primary School ◽  
School Children ◽  
Learning Process ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Computer Software ◽  
Primary School Children ◽  
Valuable Contribution ◽  
Subject Areas

This article considers some of the ways in which computers and appropriate software can be used to encourage children to use language purposefully. It discusses the range of computer software that is available for Primary School children and suggests ways of incorporating such software into the various subject areas. While highlighting the valuable contribution that computers can make to the teaching and learning process in schools, the article stresses the need for the planned integration of computers and computer software into an overall curriculum strategy which has an evident cohesiveness and a continuity. The surest means by which children are enabled to master their mother tongue is by exploiting the process of discovery through language in all its uses. A Language for Life

scholarly journals Effectiveness of water, sanitation and hygiene-based programme on toilet etiquette and sanitation targeted at primary school children of Mumbai

2021 ◽  
Vol 8 (4) ◽  
pp. 1826
Author(s):  
Sachin Arun Taware ◽  
Harshad Thakur
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Comparison Group ◽  
Primary School Children ◽  
Baseline Survey ◽  
Before And After ◽  
Knowledge And Attitude ◽  
Interventional Group ◽  
Mumbai City

Background: As per the WHO-UNICEF monitoring report 2012, around 626 million people, or half of the population of India defecate in the open; this explains the high burden of communicable diseases in developing countries like India. In this context present study attempts to assess the effectiveness of school-based awareness programme on toilette etiquettes and sanitation in primary school-going children (mean age 9.27 years.) of Mumbai city. Methods: This is a comparative, before and after study between the interventional group and the comparison group. The study was carried out between July 2016 to March 2017, end line survey was carried out approximate 3 months after programme intervention for both the groups. Stratified random sampling was used to select 3737 students in baseline and 3230 students in end line from 130 primary schools run by municipal corporation of greater Mumbai (MCGM).Results: Knowledge and attitude significantly improved in the end line than the baseline survey exorbitantly for the interventional group than the comparison group. Although the comparison group also exhibited some improvement but there was a marked difference as when compared to the interventional group.Conclusions: An innovative education cum entertainment intervention programmes on basic health and hygiene habits focused on toilette etiquettes and sanitation was conducted. This has influenced the KAP among primary school children of Mumbai city. Though individual behaviour is difficult to mould, short to medium term effects of innovative programmes like WASH are encouraging.

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