A study of the relationship between self‐concept of reading ability and achievement in reading among primary school pupils

1996 ◽  
Vol 15 (1) ◽  
pp. 271-276
Author(s):  
Mary Beausang
Keyword(s):  
Primary School ◽  
Reading Ability ◽  
Self Concept ◽  
Primary School Pupils ◽  
The Relationship

scholarly journals Gender Disparities in Self-concept, Attitude and Perception in Physics and Chemistry

2017 ◽  
Vol 2 (1) ◽  
pp. 61-69 ◽  
Author(s):  
Inzahuli Samuel Majere Majere ◽  
Elizabeth Role ◽  
Lazarus Ndiku Makewa
Keyword(s):  
Academic Achievement ◽  
Secondary Education ◽  
Primary School ◽  
Associated Factors ◽  
Gender Disparities ◽  
Self Concept ◽  
Inferential Statistics ◽  
School Students ◽  
Single Sex ◽  
Primary School Pupils

This study sought to determine disparities and associated factors in students’ performance in Physics and Chemistry at the Kenya Certificate of Secondary Education (KCSE) ex- amination in Nandi North District. The research objectives included determining differences in students’ performance at KCSE in Physics and Chemistry, self-concept (perception) of, attitude toward, and perception of the usefulness of Physics and Chemistry as subjects. Students were classified accord- ing to gender, using a causal-comparative design. Majority of the students aged between 15 and 19 years. Three ques- tionnaires were administered to the form four students, and KCSE results for the years 2000 – 2004 were obtained from the District Education Office. These were analyzed using de- scriptive and inferential statistics. We concluded that boys reflected better academic achievement as compared to the girls in both physics and chemistry. The boys and girls had comparable self-concept in physics. The girls had a higher self-concept in chemistry than the boys. This may suggest that self-concept does not influence performance in chemistry since boys still out-performed the girls in spite of the girls’ higher self-concept. With regard to attitude towards chemistry and physics, the boys and girls had the same attitude, mixed and single-sex school students had comparable attitude to- wards physics and chemistry. An intervention regarding the level of preparedness of primary school pupils in dealing with the challenges of learning Physics and Chemistry at sec- ondary is recommended.

FEATURES OF PEDAGOGICAL CO-OPERATION OF FAMILIES AND SCHOOLS LEARNING MORE SCHOOLS

2018 ◽  
pp. 162-170
Author(s):  
Sofiya Kornienko
Keyword(s):  
Primary School ◽  
Educational Activity ◽  
Educational Activities ◽  
Her Family ◽  
Effective Functioning ◽  
The Family ◽  
Primary School Pupils ◽  
The Relationship

The article reveals the problem of the optimal personality oriented pedagogical technology of family and school cooperation in the process of primary school pupils educating. The conditions of its effective functioning have been indicated and the efficiency has been checked experimentally. The interrelation of the system-forming components has been analyzed: the motivational component, which foresees the motivation of the family pedagogical capabilities on the basis of the diagnosis of its educational activity; meaningful component, that is a certain set of such active forms as a "pedagogical school" for parents, a parents’ meeting, family educational activities, consultations; procedural component that reflects the novelty of the relationship between a schoolchild’s up-to-date school and his or her family which is considered to be in the implementation of personality-oriented communication in the subsystem "teacher-pupil-parents". The necessity of the integrity and continuity, on the basis of synthesis of various types of cooperation between the teacher and the parents in the course of the whole period of school children’s studying has been substantiated.

Motor skills as a predictor of adaptive behaviour of pupils – pilot study

2017 ◽  
Vol 4 (6) ◽  
pp. 202-209
Author(s):  
Ludmila Miklankova
Keyword(s):  
Pilot Study ◽  
Primary School ◽  
Motor Skills ◽  
Growth And Development ◽  
Optimal Growth ◽  
Self Concept ◽  
Adaptive Behaviour ◽  
Important Indicator ◽  
School Class ◽  
The Relationship

The level of motor skills is an important indicator of a child’s optimal growth and development. Shortcomings in this area can cause a gradual decrease in the child’s activity in the school group, which negatively effects the child’s adaptive behaviour. The aim of this pilot study was to analyse the relationship between the level of motor skills and the ability to adapt in a given social group – school class. The research group obtained 110 pupils of primary school aged 9–11. The data about adaptive behaviour skills were collected by Piers-Harris Children’s Self-Concept Scale 2. The level of motor skills was monitored by TGMD-2 test. The research was authorised by the ethical committee of the pedagogical faculty at Olomouc. The aimed development of motor skills could lead to adaptation of pro-social behaviour also in older age categories. The data were collected within the Project IGA_PdF_2017_002. Keywords: Motorics, primary school, readjustment, children

scholarly journals Anthropometric correlates of handgrip strength among Nigerian primary school pupils

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Adebisi Isiak Hammed ◽  
Adodo S. M.
Keyword(s):  
Body Weight ◽  
Health Status ◽  
Physical Fitness ◽  
Primary School ◽  
Handgrip Strength ◽  
Body Height ◽  
Anthropometric Parameters ◽  
Moment Coefficient ◽  
Primary School Pupils ◽  
The Relationship

Study aim: This study investigated the interdependence of anthropometrics with handgrip strength (HGS) among Nigerian primary school pupils. Materials and methods: A total of 200 primary school pupils participated in this study. Electronic handgrip dynamometer was used to measure HGS in kg, body height and body weight were measured with a wall–mounted stadiometer in meters and bathroom weighing scale in kg respectively. In addition, forearm circumference was measured at the largest part of the forearm and maximum hand width was taken for hand circumference. The relationship between HGS and anthropometric parameters was analyzed using Pearson’s product moment coefficient of correlation. Results: The outcome of this study showed that age correlated disproportionately but significantly (p < 0.05) with HGS. Also, body weight, BMI and handedness were found to associate proportionately and significantly with HGS. However, hand and forearm circumferences were observed to relate positively but insignificantly (p>0.05) with HGS.   Conclusion: This study therefore concluded that the most important determinants of HGS among Nigerian primary school pupils are body weight, BMI and handedness and thus, could be considered as markers of nutritional and health status, as well as physical fitness of these individuals.

scholarly journals The impact of working with core qualities on primary school pupils’ self-concept

2021 ◽  
Vol 2-2 ◽  
pp. 100083
Author(s):  
Peter Ruit ◽  
Jeannette Geldens ◽  
Herman Popeijus ◽  
Klaas van Veen
Keyword(s):  
Primary School ◽  
Self Concept ◽  
Primary School Pupils ◽  
The Impact

scholarly journals THE IMPACT OF MENTAL MAPPING ON PUPILS' ATTITUDES TO LEARNING

2019 ◽  
Vol 7 ◽  
Author(s):  
Rebeka Štefánia Koleňáková ◽  
Nina Kozárová
Keyword(s):  
Primary School ◽  
Positive Attitude ◽  
Educational Process ◽  
Mental Maps ◽  
Mental Mapping ◽  
Mental Map ◽  
The Subject ◽  
Primary School Pupils ◽  
The Impact ◽  
The Relationship

In education, it is essential to ensure that the relationship established between pupils and education or learning itself is positive. A teacher should help pupils while building their inner knowledge system and ensure that this process is conducted without coercion but with interest and a positive attitude. The subject of the research are mental maps and their impact on attitudes of primary school pupils to “learning”. In the research investigation, a questionnaire with 11 items was used and the respondents were primary school pupils who regularly work with mental maps in the educational process, and pupils who do not work with mental maps regularly. The results of the survey point out the disparities in attitudes to “learning”. 85% of surveyed pupils who regularly use mental maps indicated that they learn faster and better, they also stated that learning in school is fun, whereas only 55% of pupils in the second group who do not work with mental maps regularly share this opinion. Based on creating a mental map, pupils become active participants in the educational process and create knowledge structures without repeated explanation. Pupils’ activity using mental maps in the educational process seems to be the first efficient step towards better learning and a more positive attitude to this process.

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