FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

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.

scholarly journals FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
Vol 3 (1) ◽  
pp. 1-13 ◽  
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.

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
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.

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Author(s):  
Rukmani Devi Balakrishnan ◽  
Hari Krihsnan Andy
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.

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
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.

scholarly journals School Refusal Behaviour in Primary School Students: A Demographic Analysis

2019 ◽  
Vol 3 (1) ◽  
pp. 16
Author(s):  
Rukmani Devi Balakrishnan ◽  
Hari Krishnan Andi
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
School Refusal ◽  
Survey Method ◽  
Demographic Analysis ◽  
Primary School Students ◽  
School Students ◽  
Middle Class Family ◽  
High Incidence ◽  
High Incidence Rate

<em>School Refusal Behaviour (SRB) is an action, which is in another word a child-motivated refusal to attend school or difficulty remaining in class for an entire day. The objective of this study was to identify whether there are any differences in the demographic factors regarding SRB in primary school students in Selangor. Quantitative survey method was adopted as the method of this study. The survey was conducted at the end of school term in 2016, and students were recruited from 20 primary schools in six districts in Selangor 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. Demographic measures were implemented and the study showed a high incidence rate of SRB in primary school students in Selangor (94.9%). The analysis showed there were no gender differences although the SRB in both categories were high (M=3.9). Similarly, the study also found there were no significant differences between single parent and two-parents; and low-class and middle-class family with SRB; although the occurrence of SRB in both categories were high.</em>

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

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.

scholarly journals Principles and Implementation of Reading Activities in Primary School English Class

2016 ◽  
Vol 9 (12) ◽  
pp. 74 ◽  
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>

scholarly journals Risk factors of soil transmitted helminth infection among primary school students

2020 ◽  
Vol 11 (2) ◽  
pp. 126-132
Author(s):  
I Gede Gita Sastrawan ◽  
Jordaniel Setiabudi ◽  
Ni Putu Sanjiwani ◽  
Ni Komang Indriyani ◽  
Dewa Ayu Laksemi
Keyword(s):  
Risk Factors ◽  
Primary School ◽  
Ascaris Lumbricoides ◽  
Trichuris Trichiura ◽  
Personal Hygiene ◽  
Stool Examination ◽  
Primary School Students ◽  
School Students ◽  
Chi Square ◽  
Factors Associated

Latar belakang: Infeksi kronis dari soil transmitted helminth (STH) dapat menyebabkan gangguan gizi, pertumbuhan dan kognitif pada anak. Untuk mengurangi dampak infeksi STH, diperlukan identifikasi faktor risiko. Penelitian ini bertujuan untuk mengidentifikasi faktor risiko yang berhubungan dengan infeksi STH pada siswa sekolah dasar di Desa Seraya Timur, Karangasem, Bali. Metode: Penelitian ini menggunakan desain potong lintang dengan mengambil total sampel. Penelitian dilaksanakan pada bulan Januari 2020. Data primer mengenai faktor-faktor risiko infeksi STH dikumpulkan dengan menggunakan kuesioner. Diagnosis infeksi STH dilakukan dengan pemeriksaan tinja dengan metode Kato-Katz. Analisis data menggunakan uji chi-square untuk menentukan faktor risiko yang berhubungan dengan infeksi STH. Hasil: Sebanyak 83 siswa yang berusia 6-12 tahun berpartisipasi dalam penelitian ini. Terdapat 9 siswa (10.84%) yang terinfeksi STH dengan intensitas infeksi ringan. Sebanyak 55.56% terinfeksi Trichuris trichiura, 33.33% terinfeksi Ascaris lumbricoides dan 11.11% terinfeksi cacing tambang. Terdapat beberapa faktor risiko yang memiliki hubungan bermakna dengan infeksi STH diantaranya adalah sering bermain tanah (OR=6.86; 95%CI 1.326-35.494), bermain tanpa alas kaki (OR=10.5; 95%CI 1.249-88.278) tidak mencuci tangan setelah bermain tanah (OR=9.450; 95%CI 1.809-49.358) dan tidak memotong kuku secara rutin (OR=6.462; 95%CI 1.250-33.388).  Pemberian obat cacing setiap enam bulan mampu memberikan efek proteksi terhadap infeksi STH (OR=0.085; 95%CI 0.016-0.449). Kesimpulan: Kebersihan diri menjadi faktor risiko yang berhubungan dengan infeksi STH. Direkomendasikan untuk meningkatkan promosi kesehatan terkait kebersihan diri disamping pemberian obat cacing setiap enam bulan. Kata kunci: Faktor risiko, infeksi STH, anak sekolah dasar   Abstract   Background: Chronic soil transmitted helminth (STH) infection might cause nutritional, growth and cognitive impairment in children. Identifying the risk factors of STH infection is crucially needed to minimize the infection effects. This study aimed to identify risk factors associated with STH infections among primary school students in Seraya Timur Village, Karangasem, Bali. Methods: This study used a cross-sectional design with a total sampling method. The study was conducted in January 2020. Risk factors data were collected using a questionnaire. The diagnosis of STH infection was done by stool examination with the Kato-Katz method. The chi-square test was used to determine the risk factors associated with STH infection. Results: 83 students with ages ranging from 6-12 years participated in this study. There were 9 students (10.84%) whose infected with mild infection of STH. 55.56% of students were infected by Trichuris trichiura, 33.33% were Ascaris lumbricoides infections and 11.11% were hookworm infections. There were several risk factors that significantly associated with STH infection including ground’s playing (OR=6.86; 95%CI 1.326-35.494), barefoot (OR=10.5; 95%CI 1.249-88.278), did not wash hands after playing soil (OR=9.450; 95%CI 1.809-49.358) and did not routinely cut their nails (OR=6.462; 95%CI 1.250-33.388). Deworming every six months could provide a protective effect against STH infection (OR=0.085; 95%CI 0.016-0.449). Conclusion: Personal hygiene is a risk factor associated with STH infection. It is recommended to increase personal hygiene promotion besides dewormed every six months. Keywords: Risk factors, STH infection, primary school students

scholarly journals The Effect of Block Class Scheduling on the Achievements of Primary School Students in Nature and Biology Classes

2021 ◽  
Vol 11 (9) ◽  
pp. 550
Author(s):  
Irena Labak ◽  
Mirela Sertić Perić ◽  
Ines Radanović
Keyword(s):  
Primary School ◽  
Student Performance ◽  
Primary Schools ◽  
Eighth Grade ◽  
Primary School Students ◽  
School Students ◽  
Block Scheduled ◽  
Learning Success ◽  
Eighth Grade Students ◽  
Class Scheduling

The objective of this study was to investigate whether the class scheduling of Nature and Biology classes in blocks results in better learning success for primary school students, and whether this depends on the average student success rate (i.e., student performance categories), age, or prior knowledge. For this study, we have assumed that block scheduling results in better success rates for older lower-performing primary-school students. The research included 773 fifth- to eighth-grade students from 14 Croatian primary schools. The students fell into two groups: one group attending 45-min Nature and Biology lessons twice a week (single-scheduled classes), and another group attending a 90-min lesson once a week (block-scheduled class). To assess the level of student learning success, all students underwent both an initial and final written exam in Nature and/or Biology, specific to each grade. The rmANOVA proved that there was a significant interaction among class scheduling, performance categories, and the initial and final written exam scores of fifth- and seventh-grade students. Such a correlation was not found among the sixth- and eighth-grade students. Our findings further indicate that students achieve better results in block-scheduled classes at the end of primary school education, and that block class scheduling does not necessarily result in improved student achievement, particularly in lower-performing students.

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