scholarly journals Educational intervention for Caregivers about Intestinal Parasitic Infestations for First Year Primary School Students in Minia City

2014 ◽  
Vol 2 (3) ◽  
pp. 56-68
Author(s):  
Naglaa Amein
Keyword(s):  
Primary School ◽  
Educational Intervention ◽  
First Year ◽  
Primary School Students ◽  
School Students ◽  
Minia City

Do primary school libraries affect teenagers’ attitudes towards leisure reading?

IFLA Journal ◽  
2021 ◽  
pp. 034003522098335
Author(s):  
Pamela McKirdy
Keyword(s):  
High School ◽  
Primary School ◽  
Family Background ◽  
School Libraries ◽  
First Year ◽  
Noisy Environments ◽  
Primary School Students ◽  
School Students ◽  
Leisure Reading ◽  
Reading For Pleasure

This study explores how New Zealand primary school students’ experiences of school libraries affected their attitudes towards reading for pleasure once they entered secondary school. Two hundred and seventy-six students in their first year at high school completed a survey asking about their primary school libraries. The students were asked to self-identify as keen readers, occasional readers or non-readers. The results were analysed in a spreadsheet, considering variables such as attitude to reading, former school and family background. The students were mainly positive about their libraries, but were bothered by cramped and noisy environments and books they perceived as babyish. Students from schools with a librarian were more positive about reading for fun than those from schools where the library was not prioritised. Students from a family background where reading was encouraged were more likely to maintain a positive attitude to reading by the time they reached high school.

scholarly journals Impact of health education on preventive measures of Rabies among primary school teachers in Mandalay, Myanmar

2021 ◽  
Vol 8 (4) ◽  
pp. 1558
Author(s):  
Ei Ei Phyo Aung ◽  
Nang Mie Mie Htun ◽  
Pa Pa Soe
Keyword(s):  
Health Education ◽  
Primary School ◽  
Educational Intervention ◽  
Preventive Measures ◽  
Major Public Health Problem ◽  
Primary School Students ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Post Test

Background: Rabies is an exceptionally fatal zoonotic disease and major public health problem in developing countries. Health knowledge of preventive measures of rabies among primary school teachers is paramount to cultivate their students and create a secure and safe environment since primary school students are the most vulnerable group. The study aimed to assess the effect of health education on knowledge of preventive measures of rabies among primary school teachers.Methods: A pre and post-test intervention study was conducted among randomly selected 64 primary school teachers from 7 Townships in Mandalay from July to October, 2020. An educational intervention was conducted by contributing 4 sheets of pamphlets and appearing 5 minutes education video record and reassessment was done one month later.Results: The mean knowledge scores before and after intervention were 40.59±4.85 and 47.75±4.02 showing statistically significant improvement (p<0.001). Mean of the improvement percentage was 19.38±5.06. Out of 64 participants, 37.5% had good knowledge in pre-test which improved to 95.3% in post-test (p<0.05). Although, age, marital status, having children and having stray dogs near school compound were adjusted in multiple linear regression, there was no statistical significance association with improvement percentage.Conclusions: There is improvement of knowledge status, which is not influenced by sociodemographic factors, following educational intervention. This highlights the need of continuing medical education for preventive measures of rabies for both primary school teachers and primary school students.

scholarly journals Improvement of Parent’s Awareness, Knowledge, Perception, and Acceptability of HPV Vaccination After a Structured-educational Intervention

2020 ◽  
Author(s):  
Mei Neni Sitaresmi ◽  
Nisrina Maulida Rozanti ◽  
Lamria Besty ◽  
Abdul Wahab
Keyword(s):  
Cervical Cancer ◽  
Primary School ◽  
Educational Intervention ◽  
Hpv Vaccination ◽  
Hpv Infection ◽  
Primary School Students ◽  
School Students ◽  
Demonstration Program ◽  
Vaccine Acceptability ◽  
Parental Awareness

Abstract Background: Regardless of the disease burden of HumanPapilloma Virus (HPV), the vaccine has not been included in the Indonesia National Immunization Program. Since 2017 there was a demonstration program of the HPV vaccination in Yogyakarta Province. This vaccine was given free to female primary school students in the 5 th and 6 th grades (11-13 years old). This study aimed to assess whether a structured-educational intervention focus on HPV increases the parental awareness, knowledge, and perceptions toward HPV and the vaccine acceptability. Methods: We conducted a pre-post structured-educational intervention study from July to August 2017 before the implementation of the HPV vaccination demonstration program, in Kulon Progo District, Yogyakarta Province, Indonesia. Parents of female primary school students grades 5 th and 6 th were selected using a school-based proportional random sampling. A pediatric resident provided a structured-educational intervention, which consists of the burden and risk of HPV disease, as well as the benefit and safety of the vaccine. Parents were required to complete validated self-administered questionnaires before and after the structured-educational intervention. Results: A total of 506 parents participated. Before receiving the structured-educational intervention, parents' awareness of HPV infection and the vaccines were low. Only 49.2% of parents had heard HPV infection, and 48.8% had heard about the vaccine. After the structured-educational intervention, there were significant improvements in parent’s awareness, knowledge, and perceptions of HPV infection, cervical cancer, and HPV vaccination (all p <0.001). HPV vaccine's acceptability increased from 74.3% to 87.4% ( p <0.001). There was a significant correlation between increasing HPV vaccine acceptability with the improvement of awareness, knowledge, and perception toward HPV infection, cervical cancer and HPV vaccination (r=0.32 to 0.53, p <0.001). After the structured-educational intervention, better knowledge and positive perceptions of HPV vaccination were predictive of HPV vaccine's acceptability with OR 1.90 (95%CI:1.40-2.57) and OR 1.31(95%CI:1.05-1.63), respectively. Conclusions: A structured-educational intervention is effective in improving parental awareness, knowledge, and perceptions toward HPV as well as the acceptability of the vaccine. The structured-educational intervention designed for parents have important implications for improving vaccine acceptability.

scholarly journals The Positive Effects of a Combined Program of Creative Dance and BrainDance on Health-Related Ouality of Life as Perceived by Primary School Students

2018 ◽  
Vol 79 (1) ◽  
pp. 42-52 ◽  
Author(s):  
Olga Theocharidou ◽  
Georgios Lykesas ◽  
Ioannis Giossos ◽  
Dimitrios Chatzopoulos ◽  
Maria Koutsouba
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Educational Intervention ◽  
Small Sample ◽  
Primary School Students ◽  
School Students ◽  
Creative Dance ◽  
Positive Effects ◽  
Health Related ◽  
The Impact

Abstract The combination of Creative Dance and BrainDance within the context of physical education could be a promising innovation. This combined program can be implemented in primary school to help students achieve a better and more holistic assessment of their Health-Related Quality of Life (HRQoL), covering aspects of physical, emotional, social, and mental functioning and well-being. The aim of this study was to investigate the impact that a combined Creative Dance and BrainDance program based on the Laban Theory of Movement Analysis has on HRQoL perceptions of primary school students when this program is implemented within the context of the physical education curriculum in primary school. For this purpose, an eight-week educational intervention was designed combining Creative Dance and BrainDance into one single program. The survey sample consisted of 32 fifth- and sixth-grade primary school students. The Kidscreen-52 questionnaire was used to collect data. Data analysis was performed with the use of descriptive statistical indices and mixed analysis of variance (ANOVA). Although the results showed no differences between the beginning and end of the educational intervention, a fact that might be due to the small sample and the time of the implementation of the program (limited to 8 weeks), its implementation produced very good results with regard to improvisation, body control, balance, and coordination, as well as kinaesthetic awareness and musical rhythmic skills. Creative Dance and BrainDance promote imagination, creativity, improvisation, and self-esteem in general, particularly in primary school students..

scholarly journals Examining the Relations between Dance and Mathematics among First Class Students

2020 ◽  
Vol 1 (1) ◽  
pp. 21-36
Author(s):  
Mónika Pálinkás-Molnár ◽  
László Bernáth
Keyword(s):  
Primary School ◽  
Spatial Abilities ◽  
First Year ◽  
Spatial Skills ◽  
Primary School Students ◽  
School Students ◽  
Mathematical Skills ◽  
And Mathematics ◽  
The One

Dance and mathematics are seemingly very distant concepts at first glance. In the theoretical parts of our study we show how strongly mathematics and spatial abilities are interrelated, including the correlation between dance and spatial abilities as well. Consequently a hypothesis derives that dance develops spatial abilities, through which it develops mathematical skills at the same time. Our research focused on first year primary school students. During the one month course we applied creative children dance and tasks of movement from drama pedagogy. Children’s abilities were measured pre- and after the course classes with a test of both mathematical and spatial skills. According to this research, we could show some improvement in mathematical skills as a result of the development, but there is no significant improvement in spatial skills. We attempted to find out about the reasons of the results we found.

scholarly journals Evaluation of Using Mathematics Educational Software for the Learning of First-Year Primary School Students

2017 ◽  
Vol 7 (4) ◽  
pp. 79 ◽  
Author(s):  
Aníbal Zaldívar-Colado ◽  
Ramón Ismael Alvarado-Vázquez ◽  
Diana Elizabeth Rubio-Patrón
Keyword(s):  
Primary School ◽  
Educational Software ◽  
First Year ◽  
Primary School Students ◽  
School Students

scholarly journals The Effect of Educational Intervention in Promoting Safe Behaviors in a Sample of Iranian Primary School Students: An Application of the Health Belief Model

2016 ◽  
Vol 8 (11) ◽  
pp. 242 ◽  
Author(s):  
Maryam Ghavami ◽  
Tayebeh Fasihi Harandy ◽  
Kourosh Kabir
Keyword(s):  
Primary School ◽  
Health Belief Model ◽  
Educational Intervention ◽  
Intervention Group ◽  
Health Belief ◽  
Control Group ◽  
Primary School Students ◽  
School Students ◽  
Belief Model ◽  
The Health Belief Model

<p><strong>PURPOSE:</strong> Road traffic accidents account for the biggest mortality rate in Iran and children are among the main victims of these accidents. The present study was conducted to assess the effect of an educational intervention based on the Health Belief Model on behaviors associated with obeying traffic regulations in primary school students during the academic year 2014-15 in Khorramabad, Iran.</p><p><strong>METHODS:</strong> The present quasi-experimental has a pre-post-intervention design and was conducted on 106 sixth-grade primary school students selected through multi-stage sampling and divided into an intervention and a control group. The students were assessed before, a week after and two months after the intervention. Data were collected using a two-part questionnaire containing a demographic section and a section with items on the constructs of the Health Belief Model. The data obtained were then analyzed in SPSS-20.</p><p><strong>RESULTS:</strong> The mean scores of perceived susceptibility, perceived severity, perceived benefits, perceived barriers, self-efficacy and cues to action significantly improved in the intervention group compared to the control group (P&lt;0. 01).</p><p><strong>CONCLUSION:</strong> An educational intervention based the Health Belief Model managed to effectively improve behaviors associated with obeying traffic regulations.</p>

scholarly journals Dance like Bacteria Wonder with Me! Embracing Microbiology through Science and Art from Primary School to University

2019 ◽  
Vol 27 (6) ◽  
Author(s):  
John D.I. Harper ◽  
Celia R. Connor ◽  
Dominique Sweeney ◽  
Zoë Hadler ◽  
Tricia Warrington ◽  
...  
Keyword(s):  
High School ◽  
Primary School ◽  
First Year ◽  
Primary School Students ◽  
School Students ◽  
Holistic Learning ◽  
First Year Students ◽  
Science And Art ◽  
Learning Journey ◽  
School Outreach

The literature tells us that art can enhance the teaching of science. We have used some of these documented strategies in our teaching of microbiology in primary - and high school outreach and in our microbiology classes at university. We have blended art and science in a variety of ways (e.g. dancing and telling stories) to provide our students with richer, more memorable learning experiences. Primary school students were treated to a day of immersion in microbiology where songs, animations, peer learning, art and baking became integral to their learning. For high school outreach, we imagined time travel and invited university acting students to play scientists telling their stories from history to bring to life ‘moments’ in microbiology. At university, first-year students danced like bacteria to reinforce the types of movement and appendages that some bacteria have. Humour, poetry, songs and mnemonics were also used to not only enhance learning but to remind students that learning is fun and encompasses all aspects of life. We continue to explore a transdiciplinarity approach were the boundaries between disciplines are blurred and the artist becomes a scientist and vice versa on a creative holistic learning journey of discovery.

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