scholarly journals Multilingualism and multiliteracy in primary education in India: A discussion of some methodological challenges of an interdisciplinary research project

2019 ◽  
Vol 14 (1) ◽  
pp. 54-76 ◽  
Author(s):  
Ianthi Tsimpli ◽  
Lina Mukhopadhyay ◽  
Jeanine Treffers-Daller ◽  
Suvarna Alladi ◽  
Theodoros Marinis ◽  
...  
Keyword(s):  
Primary School ◽  
Learning Outcomes ◽  
School Children ◽  
Cognitive Abilities ◽  
Primary Schools ◽  
Economic Status ◽  
Primary School Children ◽  
Socio Economic Status ◽  
Indian Context ◽  
Methodological Challenges

In the Indian context, concerns have been raised for many years about the learning outcomes of primary school children. The complexity of the issue makes it difficult to advise stakeholders on what needs to be done to improve learning in primary schools in India. As it has been shown that low socio-economic status is one of the key factors that negatively affect learning outcomes, the focus of the Multilila project (‘Multilingualism and multiliteracy: Raising learning outcomes in challenging contexts in primary schools across India’) is on educational achievement among children of low socio-economic status. In following the development of language, literacy, maths and cognitive abilities of primary school children over two years we hope to throw new light on why multilingual children in India do not always experience the cognitive advantages associated with multilingualism in other contexts. This paper focuses on some of the methodological challenges faced by this project. After explaining the rationale for the study, we sketch the contribution this project can make to the discussion about cognitive advantages of bilingualism. We then focus on the Indian context before presenting the methodology of the project (design, participants, instruments and procedure). Finally, we summarize the key challenges for the project and possible solutions to those challenges, and present an outlook towards the future.

scholarly journals Socio-demographic and environmental determinants of attention deficit hyperactivity disorder in primary school children in Ikot Ekpene, Nigeria

2021 ◽  
Vol 8 (9) ◽  
pp. 1515
Author(s):  
Ekemini Joseph Hogan ◽  
Mkpouto Udeme Akpan ◽  
Echey Ijezie ◽  
Kevin Bassey Edem
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Primary School ◽  
School Children ◽  
Attention Deficit ◽  
Primary Schools ◽  
Economic Status ◽  
Primary School Children ◽  
Environmental Determinants ◽  
Hyperactivity Disorder ◽  
Socio Economic Status

Background: Attention deficit hyperactivity disorder (ADHD) is one of the most common neuro-behavioural disorders of childhood. Environmental influences have been reported to be important in its aetiopathogenesis. There is a paucity of publications assessing the socio-demographic and environmental determinants of ADHD in Sub Saharan Africa. The aim was to determine the socio-demographic and environmental determinants of ADHD in primary school children in Ikot Ekpene, Nigeria.Methods: Vanderbilt ADHD diagnostic teacher rating scale for ADHD was administered on 1174 pupils aged 6-12 years drawn from twelve primary schools in Ikot-Ekpene, Akwa-Ibom State, Nigeria. Parents of the selected pupils completed a proforma on their socio-demographics and environmental factors.Results: The mean age of the study population was 9.32  years with a male preponderance. ADHD was significantly associated with lower socio-economic status, being a product of multiple gestations, having parents with financial difficulty during the first few years of child’s life among others.Conclusions: ADHD is associated with common socio-demographic and environmental risk factors. Some of these factors such as low income and low socio-economic status are modifiable. Poverty alleviation, job security and empowerment of parents of children living in resource-poor settings is critical to reducing the prevalence of ADHD.

Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study

2021 ◽  
Author(s):  
Dawit T. Tiruneh ◽  
John Hoddinott ◽  
Caine Rolleston ◽  
Ricardo Sabates ◽  
Tassew Woldehanna
Keyword(s):  
Primary School ◽  
Learning Outcomes ◽  
School Children ◽  
Primary Schools ◽  
Fixed Effects ◽  
Addis Ababa ◽  
Ordinary Least Squares ◽  
Primary School Children ◽  
School Year ◽  
Quantitative Studies

Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.

scholarly journals A study of nutritional anemia among urban primary school children of Katihar

2019 ◽  
Vol 6 (7) ◽  
pp. 2803
Author(s):  
Arun Kumar Pandey ◽  
Soni Rani
Keyword(s):  
Nutritional Status ◽  
Primary School ◽  
Sample Size ◽  
School Children ◽  
Primary Schools ◽  
Economic Status ◽  
Primary School Children ◽  
Deficiency Anemia ◽  
Nutritional Status Of Children ◽  
Prevalence Of Anemia

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

Health-related Measures of 6- and 10-year-old Irish Primary School Children by Sex and School Socio-economic Status

2018 ◽  
Vol 5 (3) ◽  
pp. 67-76
Author(s):  
Mai O'Leary ◽  
Tara Coppinger ◽  
Cian O'Neill ◽  
Seán Lacey ◽  
Elaine Rush ◽  
...  
Keyword(s):  
Primary School ◽  
School Children ◽  
Economic Status ◽  
Primary School Children ◽  
Old Irish ◽  
Socio Economic Status ◽  
Health Related

scholarly journals Oral health in relation to nutritional status among 10 years old primary school children in Al-Hillah city/ Iraq

2019 ◽  
Vol 31 (4) ◽  
Author(s):  
Sarah Y. AL Khafaji ◽  
Nadia A Al Rawi
Keyword(s):  
Oral Health ◽  
Nutritional Status ◽  
Primary School ◽  
Rural Area ◽  
School Children ◽  
Primary Schools ◽  
Health Condition ◽  
Primary School Children ◽  
Gingival Index ◽  
Gingival Health

Background: Oral health and nutrition are in interdependent relationship that good nutritional health enhancing good oral health. Nutrition can affect the development and integrity of oral cavity and the progression of oral disease. The aim of the present study was to assess the prevalence of the gingival health condition in relation to the nutritional status, among 10 years old primary school children in urban and rural area in Al-Hillah city. Material and method: Eight hundred ninety one (891) students, aged10 years old, selected randomly from different primary schools, in urban and rural area in Al-Hillah city, were included in this study. Oral examination including of plaque index assessment, which was done according to the criteria by Silness and Loe, in 1964, gingival health conditions was determined according to Loe and Silness, 1963. Nutritional status was assessed using body mass index (BMI), following the criteria of Centers for Disease Control and Prevention growth chart (CDC). Statistical analysis was done using Kruskal Wallis test, Mann-Whitney U test and ANOVA, p-value of < 0.05 was considered as statistically significant. Results: This study showed that the majority of the sample was found to be with normal gingival health condition. No significant difference was observed between the gingival index in relation to gender, or residence also, no significant result was found, between plaque and gingival index in relation to the nutritional status. Conclusion: The majority of the sample with normal gingiva however the nutritional status had no significant effect on gingival health condition while the urbanization had an effect on oral hygiene

scholarly journals Validation of self-reported physical activity by accelerometry among primary school children in Kilimanjaro, Tanzania: a pilot study

2020 ◽  
Vol 3 ◽  
pp. 40
Author(s):  
Mary Vincent Mosha ◽  
Elizabeth Kasagama ◽  
Philip Ayieko ◽  
Jim Todd ◽  
Sia E. Msuya ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Vigorous Physical Activity ◽  
Primary School Children ◽  
Positive Correlation ◽  
Self Reports ◽  
Study Participants ◽  
Moderate Positive Correlation

Background: Self-reports are commonly used to assess physical activity in children.  Existing self-reports for physical activity have not been validated for use among primary school children in Kilimanjaro, Tanzania. In order to understand if primary school children can accurately report their physical activity, we examined the validity of self-reported physical activity against accelerometer measured physical activity. Methods: A community based cross-sectional study was conducted from May to July, 2018 among four primary schools in Moshi municipal and Moshi rural districts, Kilimanjaro, Tanzania.  A total of 51 primary school children aged 9–11 years were enrolled using a simple random sampling technique. A self-reported questionnaire was used to collect physical activity related variables. In addition, children wore accelerometers for seven consecutive days to capture physical activity movements. Spearman’s rank test and Bland Altman plots were used for assessing validity and agreement between self-reports and accelerometer moderate to vigorous physical activity (MVPA). Results: The mean age of the study participants was 10 (SD=0.8) years. Majority of the study participants were female 32 (63%). A moderate, positive correlation was found between self-reports and accelerometer MVPA (rho=0.36, p=0.009). Accelerometer had higher MVPA compared to self-reports. Children who reported walking to school had higher MVPA for both accelerometer and self- reports compared to children who use other means of transport to school, e.g. school buses (p < 0.001). Conclusions: This study found the moderate positive correlation between self-reports and accelerometers. Self-reports are prone to errors due to recall bias, and this interferes their validity.  More research is needed to develop better self-reported measures with specific activities which can easily be recalled by children. Also, researchers have to be aware of self-reports validity limitation.

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