Using Stereoscopic 3D Images for Effective Learning  in Primary School

This research aims to determine 1) the possibility of integrating stereoscopic 3D images into textbooks as the medium giving material illustrations, and 2) the effect of using textbooks integrated with stereoscopic 3D images on the learning process. This research was conducted through a quasi-experiment in primary schools by using control class and experimental class. This research was joined by 52 participants (26 students in control class and 26 students in experimental class). The research conclusions indicate that, 1) stereoscopic 3D images can be integrated into textbooks as illustrations increasing the primary school students’ perception about classroom activities (i.e., motivation, interest, challenge and excitement). and 2) textbooks integrated with stereoscopic 3D images are proven effective in improving the students' concept mastery, as seen from the independent sample t-test by using SPSS resulting in a probability (p) value of 0.000 with a significance level of 0.05 so that p < 0, 05.

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Spatio-Temporal Modelling of Noise Pollution

International Journal of Integrated Engineering ◽

10.30880/ijie.2021.13.03.015 ◽

2021 ◽

Vol 13 (3) ◽

Author(s):

Nur Nazmi Liyana Mohd Napi ◽

◽

Mohd Hafizul Zainal ◽

Samsuri Abdullah ◽

Nazri Che Dom ◽

...

Keyword(s):

Primary School ◽

Noise Level ◽

Primary Schools ◽

Noise Pollution ◽

Environmental Noise ◽

Sound Level ◽

Mitigation Measures ◽

P Value ◽

Residential Areas ◽

School Students

An undesired or hazardous outdoor sound produced by human activities is referred to as environmental noise. For example, the noise emitted through industrial activities and transportation networks such as road, rail and air traffic. In Malaysia, most of the schools located very close to the roadside and near busy places such as cities, shops, and residential areas. This study aims to analyze the environmental noise in terms of spatial and temporal analysis in two primary schools in Terengganu State. The noise monitoring had conducted in two (2) primary schools with different land use; residential area (Batu Rakit Primary School) and commercial area (Paya Bunga Primary School) on the school and non-school days by using Sound Level Meter (SLM). The spatial mapping had constructed by using SketchUp® 2018 and Surfer® version 11 software. The noise level between both study areas was significantly different based on a p-value of less than 0.05. It also surpassed the Department of Environment (DOE) of Malaysia's permitted limit, with the Equivalent Noise Level (LAeq) in residential areas being greater than in commercial areas due to traffic volume and noise from nearby activities. Lastly, the area near the roadside has higher critical noise pollution compared with the location that furthers from the roadside. In conclusion, this study is useful in creating awareness to the public about the noise pollution effect on primary school students and is also can be used for mitigation measures to have a better place for students to study.

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FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

Muallim Journal of Social Science and Humanities ◽

10.33306/2590-3691/2019 ◽

2019 ◽

pp. 1-13

Keyword(s):

Primary School ◽

Primary Schools ◽

Pearson Correlation ◽

School Refusal ◽

Self Report ◽

Primary School Students ◽

School Students ◽

School Factors ◽

School Refusal Behavior ◽

Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

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DEVELOPMENT OF MACAMI (MARI MEMBACA DAN MEMAHAMI) INSTRUMENT USING MACROMEDIA FLASH 8 IN PRIMARY SCHOOLS

JURNAL PAJAR (Pendidikan dan Pengajaran) ◽

10.33578/pjr.v4i3.7984 ◽

2020 ◽

Vol 4 (3) ◽

pp. 544

Author(s):

Ermaida Dewi

Keyword(s):

Reading Comprehension ◽

Primary School ◽

Product Design ◽

Primary Schools ◽

Measuring Instrument ◽

School Students ◽

Average Percentage ◽

Measuring Devices ◽

Comprehension Ability ◽

Feasibility Test

The background of this research is an instrument of learning for reading comprehension which in general is still dominated by an instrument in the form of print out which makes the students’ interest to read is reduced. In addition, this instrument is usually done manually or handwritten so that the students’ work must be corrected manually and require some time to get the results. This study aims to develop instruments or measuring devices for reading comprehension in the Primary School in Pekanbaru and find out the feasibility of measuring devices for reading comprehension skills. This product is Macromedia Flash 8 based namely "MaCaMi" which stands forMari Membaca dan Memahami. The research method used was the 4D model with four stages, such as the define stage, the design phase, the develop phase, and the dessiminate stage which is limited to the third stage. The data of this study were obtained from product design expert validation questionnaire, questionnaire validated by linguists, teacher response questionnaire and students response questionnaire. The data were generated quantitatively and analyzed by using the assessment criteria to determine the product quality. The results of this study showed the assessment of product design experts in draft 1 had an average percentage of 69.61% with the appropriate category then had increased in draft 2 to 90.56% with the very feasible category. The results of the feasibility test by linguists in draft 1 with had average percentage of 95.30% with the very feasible category then increased in draft 2 to 97.20% withn the very feasible category. The results of the teacher's response to the reading comprehension measuring instrument in the Primary School in Pekanbaru developed by researchers obtained an average percentage of 93.50% with a very good category and the results of students' responses to the measuring instrument obtained an average percentage of 89.90% with a category very good. Based on these results, it can be concluded that the product developed by researchers is feasible to be used as a measure of reading comprehension ability of primary school students.

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Social Sustainability of Post-Disaster: How Teachers Enable Primary School Students to Be Resilient in Times of Ranau Earthquake

Sustainability ◽

10.3390/su13137308 ◽

2021 ◽

Vol 13 (13) ◽

pp. 7308

Author(s):

Soon Singh Bikar ◽

Balan Rathakrishnan ◽

Mohammad Rahim Kamaluddin ◽

Norruzeyati Che Mohd Nasir ◽

Mohd Azrin Mohd Nasir

Keyword(s):

Primary School ◽

Emotional Support ◽

Primary Schools ◽

Psychological Effects ◽

Severe Damage ◽

Primary School Students ◽

School Teachers ◽

School Students ◽

Primary School Teachers ◽

Post Disaster

The Ranau Earthquake that struck on 5 June 2015, February 2018, and April 2021, were a new disaster in Sabah and caused many Sabahan to panic. The unpredicted disaster also caused a serious impact on all aspects of life in Sabah. The earthquake has caused severe damage to eight primary schools in the vicinity of the epicenter, although no casualties were reported. However, the disaster has deep passing psychological effects among students. In this study, we examine how the primary school teachers enabled the student to be resilient during and after the disaster. Based on the interviews with 16 primary school students, it was revealed that most of the teachers used WhatsApp to support resilience during and after the earthquake. Interviews with 16 primary school teachers revealed there were two main reasons for them to communicate with students, namely, delivering emotional aid and monitoring their stress. Based on student interviews, five content categories of emotional support were identified: caring, reassuring, emotion sharing, belonging, and distracting. The main contribution of this study is that social media can be used as a spontaneous and proactive tool for supporting the student’s resilience during and after the earthquake trauma.

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Age at Menarche and Menstrual Pattern of Elementary School Students in Medan

Paediatrica Indonesiana ◽

10.14238/pi38.3-4.1998.75-84 ◽

2017 ◽

Vol 38 (3-4) ◽

pp. 75

Author(s):

Nurdiani Nurdiani ◽

Evi Kamelia ◽

Rusdi Andid ◽

Ani Ariani ◽

Hakimi Hakimi ◽

...

Keyword(s):

Elementary School ◽

Menstrual Cycle ◽

Primary School ◽

Elementary School Students ◽

Primary Schools ◽

Common Finding ◽

Age At Menarche ◽

School Students ◽

Sexual Counseling ◽

The Moment

This study aimed to determine the age at menarche and its influencing factors and the pattern of menstrual cycles in elementary school students in Medan. Subjects were 227 female students in six primary schools (private and government) in Medan municipal, during October until November 1995. Most students experienced menarche in government primary school (GPS: 35.8%) and private primary school (PPS: 24%), at the age of 10-12 years. The mean age at menarche of these students in government primary school was 11.41 (SD 0.95) years while in private primary school it was 10.65 (SD 0.78) years. Subjects who had had menarche had better nutritional status than who had not (p<0.001). Sports activities are also associated with age at menarche (p<0.001). On the other hand family's economical status and maternal age at menarche were not significantly associated with age at menarche (p>0.05). Most students who had had menarche had regular menstrual cycle; the duration of menarche was 4-6 days for GPS and 3 days for PPS. Dysmenorrhea was a common finding in the first three months of menstruation cycle but gradually diminishing with time. The duration of menstrual cycle was 25-34 days. These findings are useful as a guide for the parents, especially when mothers planning the best time/ the moment to discuss about reproduction and sexual counseling with her daughter.

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Principles and Implementation of Reading Activities in Primary School English Class

English Language Teaching ◽

10.5539/elt.v9n12p74 ◽

2016 ◽

Vol 9 (12) ◽

pp. 74 ◽

Cited By ~ 1

Author(s):

Jing Jinxiu ◽

Zeng Zhengping

Keyword(s):

Primary School ◽

Primary Schools ◽

Reading Skills ◽

Primary School Students ◽

School Students ◽

English Class ◽

English Reading ◽

Good Reading ◽

Skills Use ◽

Reading Activities

<p>Reading is an important skill in learning English. However, reading class is not emphasized in some primary schools in China, and there are various problems with the reading activities, which inadequately just focus on teaching of words, sentences separately from texts. This paper aims to bring out a whole system of principles in designing flexible English reading activities to help students form a good reading habit, apply reading skills, use language learned pragmatically and be familiar with the cultures covered in read materials. At last, some examples are offered to demonstrate how to implement these principles so as to enhance reading for Primary school students effectively.</p>

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School climate and adaptive characteristics of younger primary school students

Specijalna edukacija i rehabilitacija ◽

10.5937/specedreh20-32979 ◽

2021 ◽

Vol 20 (2) ◽

pp. 93-108

Author(s):

Maša Đurišić ◽

Vesna Žunić-Pavlović

Keyword(s):

School Climate ◽

Primary School ◽

Primary Schools ◽

Adaptive Functioning ◽

Future Research ◽

School Students ◽

Learning And Teaching ◽

Outcomes Of Education ◽

The Individual

Introduction. It has long been established that school climate can influence the course and outcomes of education, but the findings of previous research are inconsistent as to which elements of school climate are crucial for positive outcomes. This paper provides a more detailed insight into the individual contribution of the dimensions and determinants of school climate for adaptive functioning of students. Objective. The objective of the research was to consider the patterns of the relationship between the quality of school climate and its determinants (program, process and material) and adaptive characteristics of students. Methods. The research was conducted in five primary schools in Belgrade. The Charles F. Kettering, Ltd. - CFK School Climate Profile was used to assess school climate, and the TRF Adaptive Functioning Profile was used to assess adaptive characteristics of students. Both questionnaires were completed by primary school teachers. Results. Positive correlations were found between the quality of school climate, program, process and material determinants, on the one hand and, on the other hand, adaptive characteristics of students. Based on the results of regression analysis, the program determinants of school climate were singled out as the only significant predictor. Conclusion. The results of this research confirm that a good school climate, and especially school programs and practices in the domain of learning and teaching, can contribute to adaptive characteristics of students. Based on the obtained results, the paper describes the implications for future research and practice in this field.

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Gender as a Factor in Predicting Academic Performance in Agriculture in Primary School Leaving Examination in Gaborone, Botswana

Asian Journal of Education and Social Studies ◽

10.9734/ajess/2019/v5i230141 ◽

2019 ◽

pp. 1-8

Author(s):

Tapela Bulala ◽

Keabetswe Malima

Keyword(s):

Academic Performance ◽

Primary School ◽

Parental Support ◽

Primary Schools ◽

Economic Status ◽

Government Schools ◽

Significance Level ◽

Ex Post ◽

Significant Difference ◽

Males And Females

The study looked at gender as it relates to academic performance of students in Agriculture Primary School Leaving Examination in Gaborone schools. The research was quantitative ex-post facto type design. The sample composed of 3781 (1751 males and 2030 females) students who wrote PSLE in 2012. The sample was taken from 43 primary schools in Gaborone area which included private and government schools. The results which included students’ scores were obtained from Botswana Examinations Council academic records and were not manipulated in any way. The results were then subjected to testing using Statistical Package for Social Sciences at significance level of 0.05. An independent t-test was conducted to determine significance difference and value of -5.964 which is statistically significance (P = 0.00) obtained and therefore the null hypothesis that states that there is no significant difference between males and females was rejected. The analysis revealed that girls performed better than boys and moreover there is a significant difference between males and females’ academic performance. It was therefore, recommended that the Gaborone Regional Education office intensify research to establish how other variables such as location, parental support and economic status of parents contribute to poor Primary School leaving Examinations.

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FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

Muallim Journal of Social Science and Humanities ◽

10.33306/2590-3691/3/1/1 ◽

2019 ◽

Vol 3 (1) ◽

pp. 1-13 ◽

Cited By ~ 1

Author(s):

Rukmani Devi Balakrishnan ◽

Hari Krishnan Andi

Keyword(s):

Primary School ◽

Primary Schools ◽

Pearson Correlation ◽

School Refusal ◽

Self Report ◽

Primary School Students ◽

School Students ◽

School Factors ◽

School Refusal Behavior ◽

Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

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