scholarly journals Un estudio piloto de la relación entre la creatividad, las inteligencias múltiples y el rendimiento académico en estudiantes de educación obligatoria

2017 ◽  
Vol 10 (2) ◽  
pp. 31-46
Author(s):  
Fabián Andrés Peña-García ◽  
Armando Ezquerro-Cordón ◽  
Verónica López-Fernández
Keyword(s):  
Academic Performance ◽  
Primary School ◽  
Multiple Intelligences ◽  
Educational Institution ◽  
School Students ◽  
Santa Ana ◽  
Social And Emotional ◽  
High Quality Education ◽  
Teaching Learning ◽  
5Th Grade

One of the main challenges at present is to achieve high - quality Education, one which takes into account, along with the whole teaching-learning process, the students’ diverse abilities, skills and cognitive, social and emotional aptitudes. The insertion of multiple intelligences, as well as variables such as creativity, may contribute to the development of singular capacities and students’ school performance. Studying the way these variables are related is imperative. The objective of this investigation consists in analyzing the link between Creativity, Multiple Intelligences and Academic Performance among Colombian primary school students. The design for this study is a non-experimental – descriptive – correlating focus, in which a sample of 40 subjects was studied; 20 girls and 20 boys with an age average of 10,051. All of them studying 5th grade in primary school at the Educational Institution Ana Elisa Cuenca Lara, branch Santa Ana, at the municipality of Yaguará – Hulia – Colombia. Their creativity was estimated through the use of two tests, one subjective, Turtle (1980), and one objective of execution EMUC, Sánchez (2006). To meet the Multiple Intelligences, it was applied a full specific inventory filled out by the valued students’ teachers, taken from Valero (2015). For the academic performance, the 2015’s subjects’ school record was taken as a reference. As statistical analysis, it was applied the descriptive – correlating (Person’s correlation coefficient), with the statistical software SPSS, version 2.2. The results obtained confirm all hypotheses contemplated, making evident a statistically meaningful and positive connection between the three variables analyzed. Finally, it analyzes the results for Multiple Intelligences and creativity as empowering strategies for the valued subjects’ academic development in this investigation’s sample

scholarly journals SANITARY, EDUCATIONAL AND URBAN LEGISLATION OF UKRAINE ON ENSURING THE CONDITIONS OF STUDENTS 'LIVING IN SCHOOLS: WORLD REALITIES AND EXPERIENCE

2020 ◽  
Vol 2020 (70) ◽  
pp. 7-22
Author(s):  
A.M. Serdiuk ◽  
◽  
N.S. Polka ◽  
V.M. Makhnyuk ◽  
M.Y. Antomonov ◽  
...  
Keyword(s):  
Primary School ◽  
Extracurricular Activities ◽  
Educational Institution ◽  
Design Stage ◽  
Daily Routine ◽  
Primary School Students ◽  
School Students ◽  
Static Mode ◽  
Planning Decisions ◽  
And Training

The purpose of the work is to substantiate the hygienic criteria of architectural and planning decisions of the educational space to ensure sanitary and epidemiological conditions of life of primary school students. Taking into account foreign experience. The conducted researches allowed: - to identify, in a retrospective analysis of the provision of the child population schools I, I-II, I-III degree, reducing the number of schools for 30 years by 30% and increasing the number of students only in the last three years by 323 thousand, which dramatically increased the burden on existing schools; - identify violations of the principle of proportionality of construction of new residential build-ings and the required number of schools for residents of new buildings, according to which new schools are not built, which leads to the use of schools located above the regulatory distance and causes their excess capacity; - to establish that in Ukraine the norm of the territory of school grounds for pupils of primary school age is 2-4 times less, than in other European countries; - to establish that sanitary normative distances between the educational institution and adjacent residential and public buildings were observed in 91% of rural school projects, while in urban ones only in 71%, which caused compaction of the settlement territory; - to determine in modern educational programs the absence of need in the territories of training-production and training-research zones (training grounds, research sites, greenhouses, geographical areas, etc.) and to recommend their use in sports, play and recreation zones in functioning schools; - to substantiate the need to take into account the territories of training and research and training and production areas in the design of specialized schools; - to determine that every third city school functioned with exceeding the normative indicator on class size by more than 23%, which leads to congestion of students and deterioration of sanitary and hygienic conditions and living conditions in schools; - to establish that the norms of natural air exchange during education are not observed and amount to 9 m3/h per child (if necessary 16 m3/h), which does not ensure air quality in the classroom and affects the deterioration of health and reduced efficiency of students; - to establish that for the implementation of the concept of a new Ukrainian school in the func-tioning schools there is a deficit of the area of the educational premises of the primary school in 16%; - to identify in the daily routine of students of grades 1-4 in 30% of cases the replacement of active motor games in the open air with activities with static mode ("sitting" mode) by increasing the duration of homework and attending extracurricular activities with extracurricular activities; - to establish the existence of close relationships between direct and indirect indicators of architectural and planning decisions, which are part of the formation of educational space, and the determinants of health of primary school students; - to substantiate a set of preventive measures and proposals for the Ministry of Education and Science, the Ministry of Health, the Ministry of Regional Development in order to prevent the development of "school" occupational diseases of primary school students at the design stage of new and reconstruction of existing schools.

Curricular Physical Activity and Academic Performance

1997 ◽  
Vol 9 (2) ◽  
pp. 113-126 ◽  
Author(s):  
Roy J. Shephard
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Physical Education ◽  
Primary School ◽  
Primary Schools ◽  
Psychomotor Development ◽  
Release Time ◽  
Positive Health ◽  
School Students ◽  
The Impact

Advocates of quality daily physical education for prepubescent children frequently encounter the argument that such initiatives will harm academic progress. The impact of daily physical education upon the academic performance of primary school students is thus reviewed with particular reference to studies conducted in Vanves (France), Australia, and Trois Rivières (Québec). When a substantial proportion of curricular time (14–26%) is allocated to physical activity, learning seems to proceed more rapidly per unit of classroom time, so that academic performance matches, and may even exceed, that of control students. Children receiving additional physical education show an acceleration of their psychomotor development, and this could provide a mechanism for accelerated learning of academic skills. Other potential mechanisms include increased cerebral blood flow, greater arousal, changes in hormone levels, enhanced nutrient intake, changes in body build, and increased self esteem. Academic teachers may also favor the enhanced physical education program, creating “halo” effects, and the resulting release time may enhance their academic teaching. Irrespective of mechanisms, the implication for public policy is that daily required physical education can be introduced when a child enters primary school without compromising academic development. Given the importance of establishing positive health habits from an early age, school boards should be encouraged to follow a policy of required daily physical activity in primary schools. Evidence of specific benefit in students with learning disabilities remains less convincing.

scholarly journals Breakfast habits, nutritional status and their relationship with academic performance in elementary school students of Tehran, Iran

2019 ◽  
Vol 92 (1) ◽  
pp. 52-58
Author(s):  
Fahimeh Soheilipour ◽  
Hamid Salehiniya ◽  
Mostafa Farajpour.kh ◽  
Mohadeseh Pishgahroudsari
Keyword(s):  
Academic Performance ◽  
Nutritional Status ◽  
Primary School ◽  
Grade Level ◽  
Statistical Significance ◽  
Performance Status ◽  
Primary School Children ◽  
P Value ◽  
School Students ◽  
Breakfast Consumption

Background. The aim of this study was to examine the breakfast habits, nutritional status and their relationship with academic performance in primary school students in Tehran, Iran.Method. In this cross-sectional study 829 primary school children were included. Child Body Mass Index (BMI) was calculated based on the objective measures of height and weight as well as adjusted for age and gender. Data on Breakfast habits and academic performance were collected by a valid checklist. For data analysis we used Chi-squared and Fisher's exact test using SPSS software, version 11.5; statistical significance was assumed if p-value is below the 0.05Results. The average breakfast consumption per week was 5.5 times (days) with a standard deviation of 2.9. Based on the results, 30.9 % of participants did not consume full breakfast (six times or less) and 69.1 % had a complete one. In terms of academic grade level, 88.4 % of the participants were in a high level, 10.3 % in appropriate conditions and only 1.3 % of the respondents required more effort (inappropriate).There was no significant correlation between breakfast consumption and academic status (p=0.73), nutritional status of the participants according to the academic performance status Individuals showed no statistically significant relationship (P=0.9).Conclusion. Unlike previous studies, this study revealed no correlation between the academic grade level of elementary students with nutritional status and breakfast habits. It is suggested that according to the qualitative school scoring method, future studies are needed to assessing the students' academic performance. Other parameters will be considered in addition to the average in order to provide a better perspective of students' academic performance. 

scholarly journals Physical Activity With Eduball Stimulates Graphomotor Skills in Primary School Students

2021 ◽  
Vol 12 ◽  
Author(s):  
Sara Wawrzyniak ◽  
Ireneusz Cichy ◽  
Ana Rita Matias ◽  
Damian Pawlik ◽  
Agnieszka Kruszwicka ◽  
...  
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Primary School ◽  
Writing Skills ◽  
Control Group ◽  
Primary School Students ◽  
School Students ◽  
Schooling Process ◽  
Experimental Group ◽  
Development Of Students

Despite the general agreement that the interdisciplinary model of physical education (PE), based on the incorporation of core academic subjects into the PE curriculum, stimulates the holistic development of students, there is still a lack of methods for its implementation. Therefore, Eduball was created, i.e., a method that uses educational balls with printed letters, numbers, and other signs. Numerous studies have shown that children participating in activities with Eduballs can develop their physical fitness while simultaneously improving their academic performance, particularly in math and language, including some writing skills. However, little is known about the effects of Eduball on children’s graphomotor skills, which are key for the academic performance of students throughout the entire schooling process. Here, we investigate whether 6-month participation in PE with Eduball stimulates graphomotor skills in primary school students, such as drawing prehandwriting letter patterns on unlined or lined paper and rewriting text on unlined or lined paper. Our results show that the Eduball class (N= 28) significantly improved these skills compared to the control class (N= 26) participating in traditional PE. For example, students from the experimental group wrote with a lower pen pressure and better stability of the line, in contrast to those from the control group. Therefore, this study demonstrates that the Eduball method successfully supports teachers in developing graphomotor skills in children. More broadly, our findings make clear once again that there is the need to integrate physical and cognitive development in education, which can be achieved by using an interdisciplinary model of PE.

NATURE OBJECT COGNITION: IDEAS FOR EDUCATIONAL ACTIVITY IN PRESCHOOL EDUCATIONAL INSTITUTION AND IN PRIMARY SCHOOL

2019 ◽  
Vol 25 (1) ◽  
pp. 35-54
Author(s):  
Rita Makarskaitė-Petkevičienė
Keyword(s):  
Primary School ◽  
Outdoor Education ◽  
Educational Institution ◽  
Preschool Age ◽  
Educational Activity ◽  
Educational Training ◽  
Pine Tree ◽  
Teaching Learning ◽  
Children Education ◽  
School Yard

Two trips have encouraged to prepare this methodological article, having provided not only new knowledge but also contradictory ideas about the environments used for education. One trip was to British educational training and technology exhibition Bett-2019, the other – to Reggio Emilia, where everyone was introduced to the unique Loris Malaguzzi education method. Holding an opinion “unique is what is simple”, it was decided to use proper objects for education right here, in the kindergarten / primary school yard and to generate the ideas how to use them for education. The research object is a pine-tree and a fir-tree as a teaching/learning device in the kindergarten and in the primary school: what, how and why. The aims: 1) to look through the preschool age children achievement description (2014) and a standardised world cognition programme (2015) in order one could tell, what achievements the children could develop if they explored a pine-tree and a fir-tree, growing in the kindergarten / primary school yard; 2) to provide childhood teachers with the knowledge about the mentioned trees and to share the ideas, how one could use a pine tree and a fir tree for children education in childhood, what activities, what spheres or school subjects to integrate. In the article, methodological advice is given illustrated with lots of pictures. Key words: childhood pedagogy, tree cognition, outdoor education.

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