Effects of Teaching and Learning Resources in Lower Primary School Children in the Eastern Zone of Nakuru Municipality, Kenya

Introduction. Innovative teaching and learning systems involve intensification of the educational process and greater academic loads; it results in the exertion of adaptation systems in a body, especially when it comes to primary school children. Purpose of the study. Our research goal was to assess peculiarities of adaptation capabilities in primary school children who attended schools with different educational processes. Material and methods. To study peculiarities of adaptation capabilities in primary school children, we performed a clinical examination of 183 children (51.4% boys and 48.6% girls, the average age being 9.51±0.17) who attended a lyceum (group A), a school with advanced studies of physics and mathematics (Group B), and an ordinary secondary school (Group C). We also analyzed how intense educational loads were in all three educational establishments. Children’s adaptation capabilities were assessed as per functional parameters of their cardiovascular and vegetative nervous systems and catecholamines’ contents in blood. Results. The entry-level secondary schools tend to have more intense educational processes. We established that primary school children who attended a lyceum faced 1.5 times greater intellectual and sensory loads; children who attended a school with advanced studies of physics and mathematics had educational loads that were 1.3-1.4 times more monotonous than in other establishments; children who attended an ordinary school had to bear 1.8 times higher emotional loads. ⅔ primary school children had exertion of functional reserves in their cardiovascular system caused by a longer educational load duration. 36% of primary school children who attended a school with advanced studies of physics and mathematics had tension in their adaptation mechanisms caused by monotonous educational loads combined with lower noradrenalin contents in blood. Those children also ran up to 4.9 times higher risks of adaptation mechanism exertion. 48.5-56.7% of children who attended a lyceum and an ordinary school had vegetative imbalance that became apparent via activated adaptation-trophic influence promoted by the sympathetic section in the vegetative nervous systems and related to the duration of learning activities. Conclusion. Intensification of the educational process results in disorders of compensatory-adaptation mechanisms in primary school children.

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Children Using Language: Can Computers Help?

Gifted Education International ◽

10.1177/026142949200800305 ◽

1992 ◽

Vol 8 (3) ◽

pp. 146-150 ◽

Cited By ~ 4

Author(s):

Liam F. Heaney

Keyword(s):

Primary School ◽

School Children ◽

Learning Process ◽

Teaching And Learning ◽

Mother Tongue ◽

Computer Software ◽

Primary School Children ◽

Valuable Contribution ◽

Subject Areas

This article considers some of the ways in which computers and appropriate software can be used to encourage children to use language purposefully. It discusses the range of computer software that is available for Primary School children and suggests ways of incorporating such software into the various subject areas. While highlighting the valuable contribution that computers can make to the teaching and learning process in schools, the article stresses the need for the planned integration of computers and computer software into an overall curriculum strategy which has an evident cohesiveness and a continuity. The surest means by which children are enabled to master their mother tongue is by exploiting the process of discovery through language in all its uses. A Language for Life

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Can learning about the Holocaust be spiritual? Reflections on a teaching and learning experience with Primary School children.

International Journal of Children s Spirituality ◽

10.1080/1364436x.2018.1459510 ◽

2018 ◽

Vol 23 (3) ◽

pp. 248-259

Author(s):

Ruth Joy Wills

Keyword(s):

Primary School ◽

School Children ◽

Teaching And Learning ◽

Learning Experience ◽

Primary School Children ◽

The Holocaust

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Using Scratch with Primary School Children

International Journal of Game-Based Learning ◽

10.4018/ijgbl.2013010107 ◽

2013 ◽

Vol 3 (1) ◽

pp. 93-109 ◽

Cited By ~ 15

Author(s):

Amanda Wilson ◽

Thomas Hainey ◽

Thomas M. Connolly

Keyword(s):

Primary School ◽

Empirical Evidence ◽

School Children ◽

Computer Games ◽

Teaching And Learning ◽

Primary School Children ◽

Observational Research ◽

Learning Approaches ◽

Different Levels ◽

Programming Ability

Newer approaches such as games-based learning (GBL) and games based-construction are being adopted to motivate and engage students within the Curriculum for Excellence (CfE) in Scotland. GBL and games-based construction suffer from a dearth of empirical evidence supporting their validity as teaching and learning approaches. To address this issue this paper will present the findings of observational research at PE level using Scratch as a tool to construct computer games. A list of criteria will be compiled for reviewing the implementation of each participant to gauge programming proficiency. The study will review 29 games from Primary 4 to Primary 7 level and will present the overall results and results for each individual year. This study will contribute to the empirical evidence in games-based construction by providing the results of observational research across different levels of PE and will provide pedagogical guidelines for assessing programming ability using a games-based construction approach.

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Availability of Teaching and Learning Materials on Creative Play Activities among Public Pre-Primary School Children in Bureti Sub-County, Kenya

East African Journal of Education Studies ◽

10.37284/eajes.4.1.476 ◽

2021 ◽

Vol 4 (1) ◽

pp. 82-88

Author(s):

Evelyn Chepngeno Mitei ◽

Teresa Mwoma

Keyword(s):

Primary School ◽

School Children ◽

Primary Schools ◽

Teaching And Learning ◽

Critical Role ◽

Primary School Children ◽

Learning Materials ◽

Teaching Resources ◽

Learning And Teaching ◽

Creative Play

Creative activities play a critical role in improving intellectual, emotional, and social skills among children. This study aimed to explore the availability of teaching and learning materials on creative play activities among public pre-primary school children in Bureti Sub-County, Kenya. The research adopted a descriptive survey design and was guided by Sarah Smilansky’s theory which emphasises the child-centred approach in teaching creativity. Sarah Smilansky’s theory lays emphasis on allowing young children to control their way of learning by stressing self-expression. The population targeted was 135 public pre-primary schools in Bureti Sub-County. Ten per cent (10%) of the target population representing 14 public pre-primary schools was utilised during the pilot study. The sample size for the study was 236 participants. This comprised 92 head teachers and 144 preschool teachers from 121 pre-primary schools in Bureti Sub-County. Questionnaires and observation schedules were utilised to gather data. The statistical package for social sciences (SPSS) version 23 was utilised to organise data for analysis. Quantitative data were analysed using descriptive statistics. The data was presented in the form of percentage tables. The results revealed that (73.9%) of the respondents indicated that there was insufficient learning and teaching materials listing out that the most available materials are manila papers, clay, paints, tires, pencils, and maise corps. The study recommended that learning and teaching resources should be made available by the County Government for learners to use while embracing creative play activities. There is also a need for adequate time to be allocated to play to enhance creative play activities in school.

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The effects of a gamified project based on historical thinking on the academic performance of primary school children

Humanities and Social Sciences Communications ◽

10.1057/s41599-021-00796-9 ◽

2021 ◽

Vol 8 (1) ◽

Author(s):

María Martínez-Hita ◽

Cosme Jesús Gómez-Carrasco ◽

Pedro Miralles-Martínez

Keyword(s):

Primary School ◽

School Children ◽

Teaching And Learning ◽

Performance Test ◽

Historical Thinking ◽

Primary School Children ◽

Control Group ◽

Before And After ◽

Quasi Experimental ◽

Training Programmes

AbstractHistory education research has long defended a transformation of the teaching and learning process in order to overcome the repetitive and conceptual learning of history, advocating an approach based on the development of historical thinking. Gamification is an innovative educational tool which may facilitate the learning of historical thinking concepts in the classroom. The objective of this quasi-experimental research was to verify whether the learning of history of 4th year primary school children improved following the implementation of a gamified project in the classroom compared with a control group which followed a traditional methodology. For this purpose, the learners completed a mixed performance test before and after the classroom intervention. The results showed significant differences in the intergroup (posttest) and intragroup (pretest–posttest) comparisons. This research may serve as a reference point for promoting the implementation of gamification in the primary classroom, and for orienting teacher training programmes towards an epistemological and methodological change.

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Nya former för lärande: Leken som ett redskap i lärandet i miljö i grundskolans tidigare årskurser

Nordic Studies in Science Education ◽

10.5617/nordina.450 ◽

2012 ◽

Vol 2 (1) ◽

pp. 58-71

Author(s):

Christel Persson

Keyword(s):

Environmental Education ◽

Primary School ◽

Food Webs ◽

School Children ◽

Teaching And Learning ◽

Research Question ◽

Environmental Issues ◽

Primary School Children ◽

Food Chains

The aim of this study is to show how play, as a dimension in teaching and learning, can act as catalystin learning in environmental issues. The research question is how primary school children use scientificand technological conceptions in order to describe and understand environmental contexts. In thisarticle nine-year-old boys and girls deal with conceptions like food-chains and food-webs but alsowhether man is part of nature or not. The analysis is based on metacognitive dialogues where thescience teacher and the children are interacting. The discussion points out what possibilities andboundaries play as a tool can provide in teaching and learning in environmental education.

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The Effect of Pictorial Models Health Education on Mother Skill in Determining Early Anemia on Primary School Children

Media Keperawatan Indonesia ◽

10.26714/mki.1.3.2018.1-6 ◽

2018 ◽

Vol 1 (3) ◽

pp. 1

Author(s):

Aniharyati Aniharyati ◽

Haris Haris ◽

Ahmad Ahmad

Keyword(s):

Health Education ◽

Early Detection ◽

Primary School ◽

School Children ◽

Teaching And Learning ◽

Sampling Technique ◽

Wilcoxon Test ◽

Primary School Children ◽

P Value ◽

Quasi Experimental

Introduction: Early detection of anemia can be performed by mother and the mother should have knowledge and skills in it. Health education is a strategy in providing knowledge, comprehension, abilities and skills for empowerment. This is a quasi-experimental research with pre and post-test design in the same group. Researchers will assess mothers who have elementary school children before and after a pictorial model health education given on how to detect early anemia in primary school children. This research was conducted in Bontokape Village, Bolo Sub-district, Bima Regency. The population of this research was 150 people and 60 people were chosen as samples by purposive sampling technique. Data were analyzed by Wilcoxon test. Results: Unskilled category respondents are 91,7% before health education given and decrease to 0% after health education.Pictorial model health education is significantly influence on early detection mother skill of anemia in primary school children (p-value 0,00). Discussion: Narration and animation in teaching and learning process is an interesting media and proven effectively to improve learning result. Pictorial model health education can significantly improve the mother's skills.

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