scholarly journals Dietary Diversity, Nutritional status and Academic performance of pupils in public primary schools in Port Harcourt Metropolis

2020 ◽  
Vol 32 (2) ◽  
pp. 42-56
Author(s):  
T.C.J. Uzosike ◽  
I. Okeafor ◽  
M. Mezie-Okoye
Keyword(s):  
Academic Performance ◽  
Nutritional Status ◽  
Primary School ◽  
Primary Schools ◽  
English Language ◽  
Dietary Diversity ◽  
School Age Children ◽  
Educational Performance ◽  
Anthropometric Measures ◽  
Primary School Pupils

Background: Poor nutrition can hinder pupils from achieving good educational performance at school. This study provides information on the dietary diversity and nutritional status of school-age children in Rivers State, and their relationship with academic performance.Methods: A descriptive cross-sectional study design was conducted among pupils attending public primary schools, aged 6-11 years. Using a multi-stage sampling technique, data on dietary diversity was collected using a two-day 24-hour dietary recall tool adapted from the Food and Agriculture Organization (FAO) guidelines for measuring household and individual dietary diversity. Nutritional status was assessed using anthropometric measures and educational performance was assessed using the end of term examination results for Mathematics and English language in the selected schools. Statistical analyses were performed at p level of 0.05.Results: The study had a total of 847 public primary school pupils, comprising of 441 (52.1%) males and 406 (47.9%) females The minimum and maximum dietary diversity score (DDS) obtained from the pupils were one and five, respectively with a mean DDS of 3.67 ± 0.71. The frequency of stunting, underweight and overweight among the pupils were 39.4%, 23.0% and 6.0% respectively. Dietary diversity was significantly associated with academic performance (p=0.001), with higher odds of poor academic performance in both English language and Mathematics reported among pupils with low DDS in comparison to those with normal DDS.Conclusion: Dietary diversity for primary school pupils should be promoted to achieve optimal academic performance amidst other benefits. Keywords: Academic performance; Dietary diversity; Nutritional status; Pupils

Relationship Among Intelligence, Achievement Motivation, Type of School, and Academic Performance of Kenyan Urban Primary School Pupils

2018 ◽  
pp. 1540-1547
Author(s):  
Jessina Mukomunene Muthee ◽  
Catherine G. Murungi
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Public Schools ◽  
Primary School ◽  
Achievement Motivation ◽  
Primary Schools ◽  
T Test ◽  
Public And Private ◽  
Primary School Pupils ◽  
Type Of School

This chapter determines the extent to which primary school academic performance was influenced by the criterion variables. Two hundred pupils male and female of age 12 and 14.5years from both public and private primary schools in Nairobi city participated in the study. Multiple regression and t-test were used for data analysis. The results revealed that three independent variables; intelligence, achievement, motivation and type of school jointly and significantly contributed to the prediction of academic achievement of the urban primary school pupils. (R = 0.693, P < .01). In terms of magnitude of contribution, intelligence turned out to be the most significant predictor (Beta = .445, t = 7.503, P< .01) followed by achievement motivation (beta = 0.282, t – 5.042, P< .01) and type of school (Beta = 0.208, t = 3.615, P < .01). The results of t – test revealed that students from private schools differ significantly from students of public schools in academic achievement and intelligence but not in terms of achievement motivation.

scholarly journals Effects of Child Abuse on Academic Performance of Primary School Pupils in Kwande Local Government Area of Benue State, Nigeria

2021 ◽  
Vol 2 (5) ◽  
pp. 600-609
Author(s):  
Tersoo Timothy Tsegba ◽  
Ibrahim Ologele ◽  
Kafayah Adeola Jidda ◽  
Joseph Abiodun Stephen
Keyword(s):  
Child Abuse ◽  
Academic Performance ◽  
Local Government ◽  
Primary School ◽  
Primary Schools ◽  
Sampling Technique ◽  
Local Government Area ◽  
Related Field ◽  
The Government ◽  
Primary School Pupils

Several factors contributing to the low standard of education in Nigeria where child abuse identified to be an important factor. The study, therefore, investigates the effect of child abuse on the academic performance of primary school pupils in the Kwande Local Government Area of Benue State, Nigeria. The population of the study comprised all primary school pupils and their teachers in the study area. The descriptive research design of survey type employed for the study. A multi-stage sampling technique was used to select ten public primary schools out of fifty seven public primary schools in the study area. Nine hundred and forty–six (946) respondents selected for the study. Researchers developed a questionnaire validated by three experts from the related field was used as an instrument for the study. The findings revealed that child abuse has a significant effect on pupils participation in the class and also had a significant effect on pupils assessment in the Kwande Local Government Area of Benue State, Nigeria. The researchers' recommends among others that the government should carry out an enlightenment campaign through mass media for parents and guardians on the consequences of child abuse on the educational achievement of primary school pupils to improve their participation in classes as well as improve their assessment grades in test and examination.

Nutritional status, physical activity and associated nutrition knowledge of primary school learners

2020 ◽  
Vol 26 (2) ◽  
pp. 115-125 ◽  
Author(s):  
Tavonga M Muderedzwa ◽  
Tonderayi M Matsungo
Keyword(s):  
Physical Activity ◽  
Nutritional Status ◽  
Primary School ◽  
Nutrition Education ◽  
Primary Schools ◽  
Dietary Diversity ◽  
Nutrition Knowledge ◽  
World Health ◽  
Categorical Variables ◽  
Double Burden

Background: Nutrition education has the potential to improve eating habits, physical activity and nutritional status of schoolchildren. Aim: This study aimed to determine the nutritional status, physical activity levels and the associated nutrition knowledge of primary school learners aged 9–14 years in Harare, Zimbabwe. Methods: A cross-sectional survey was conducted among learners ( n = 368) from eight primary schools. A self-administered questionnaire was used to collect sociodemographic, nutrition knowledge and physical activity data. The weights and heights were measured using World Health Organization (WHO) standards. Pearson chi-square and Fisher’s exact tests were used to assess association between categorical variables. Binary logistic regression was used to explore the determinants of wasting and overweight. The level of significance was set at p < 0.05. Results: Overweight, wasting and stunting affected 25.8%, 6.3% and 3% of the learners, respectively. Only 52.7% of the learners achieved the WHO recommended 60 minutes of physical activity. The mean±standard deviation nutrition knowledge score of the learners was 70.3±10.9%. Stunted children were more likely to be wasted (odds ratio (OR) = 4.38; 95% confidence interval (CI) 1.07–17.8; p = 0.039). Inadequate dietary diversity score (OR = 0.44; 95% CI 0.22–0.87; p = 0.018) and using non-active forms of transportation (OR = 2.69; 95% CI 1.52–4.76; p = 0.001) were a significant predictor of overweight among the learners. Conclusions: Overweight was the leading form of malnutrition, coexisting with undernutrition, reflecting the presence of a ‘double burden of malnutrition’. Therefore, comprehensive and multi-sectoral interventions to improve healthy eating and physical activity are warranted.

Relationship Among Intelligence, Achievement Motivation, Type of School, and Academic Performance of Kenyan Urban Primary School Pupils

2019 ◽  
pp. 142-151
Author(s):  
Jessina Mukomunene Muthee ◽  
Catherine G. Murungi
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Public Schools ◽  
Primary School ◽  
Achievement Motivation ◽  
Primary Schools ◽  
T Test ◽  
Public And Private ◽  
Primary School Pupils ◽  
Type Of School

This chapter determines the extent to which primary school academic performance was influenced by the criterion variables. Two hundred pupils, male and female of age 12 and 14.5 years from both public and private primary schools in Nairobi city, participated in the study. Multiple regression and t-test were used for data analysis. The results revealed that three independent variables—intelligence, achievement, motivation—and type of school jointly and significantly contributed to the prediction of academic achievement of the urban primary school pupils (R = 0.693, P &lt; .01). In terms of magnitude of contribution, intelligence turned out to be the most significant predictor (Beta = .445, t = 7.503, P&lt; .01) followed by achievement motivation (beta = 0.282, t – 5.042, P&lt; .01) and type of school (Beta = 0.208, t = 3.615, P &lt; .01). The results of t-test revealed that students from private schools differ significantly from students of public schools in academic achievement and intelligence but not in terms of achievement motivation.

scholarly journals Reading and Learning Difficulties in English Language Among Private and Public Primary School Pupils in the Federal Capital Territory (FCT), Nigeria

2017 ◽  
Vol 13 (22) ◽  
pp. 163
Author(s):  
Odeniyi Olujinmi Adebayo ◽  
Folorunsho Gbemisola Marian
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Primary Schools ◽  
English Language ◽  
Learning Difficulties ◽  
Sampling Technique ◽  
Well Being ◽  
Private And Public ◽  
Primary School Pupils ◽  
Public Primary School

The importance of education has often been underscored by scholars and researchers across different disciplines. Primary education is very crucial to the development of any nation. This is because of the liberating role it plays within the society. Studies have shown that when a person undergoes primary education, many problems that may constitute potential threats to the national and global well-being of a nation are solved. These problems include ignorance, illiteracy, religious violence, insecurity, and political servitude. This study investigated the reading and learning difficulties in English language among private and public primary school pupils in the Federal Capital Territory (FCT) in Nigeria. Descriptive survey research design was adopted for this study. The populations for this study are pupils of private and public primary schools in the Federal Capital Territory. It constitutes 491 primary schools in Abuja and an enrolment figure of 185,808. The study adopts multistage sampling technique which is a probability sampling technique. Data was analysed using simple percentages, frequency counts, and tables. Findings showed that primary school pupils experience some difficulties in reading and learning English language which is the medium of instruction in their schools. Some of these problems are environment induced, while others are foundational. In conclusion, the study recommends that parents must ensure they devote adequate time to help their wards develop the interest and confidence needed to achieve comprehension. Teachers need to be more strategic in the teaching of English language, especially by encouraging listening to the language first and constant practice.

Time-Based Prospective Memory in Schoolchildren

2011 ◽  
Vol 219 (2) ◽  
pp. 92-99 ◽  
Author(s):  
Babett Voigt ◽  
Ingo Aberle ◽  
Judith Schönfeld ◽  
Matthias Kliegel
Keyword(s):  
Primary School ◽  
Prospective Memory ◽  
Age Differences ◽  
Memory Retrieval ◽  
Primary Schools ◽  
School Age Children ◽  
School Age ◽  
Older Children ◽  
Strategic Monitoring ◽  
Primary School Age

The present study examined age differences in time-based prospective memory (TBPM) in primary school age children and tested the role of self-initiated memory retrieval and strategic time monitoring (TM) as possible developmental mechanisms. Fifty-four children were recruited from local primary schools (27 younger children, mean age = 7.2 ± 0.55 years, and 27 older children, mean age = 9.61 ± 0.71 years). The task was a driving game scenario in which children had to drive a vehicle (ongoing task) and to remember to refuel before the vehicle runs out of gas (TBPM task, i.e., the fuel gauge served as child-appropriate time equivalent). Fuel gauge was either displayed permanently (low level of self-initiation) or could only be viewed on demand by hitting a button (high level of self-initiation). The results revealed age-dependent TBPM differences with better performance in older children. In contrast, level of self-initiated memory retrieval did not affect TBPM performance. However, strategies of TM influenced TBPM, as more frequent time checking was related to better performance. Patterns of time checking frequency differed according to children’s age and course of the game, suggesting difficulties in maintaining initial strategic TM in younger children. Taken together, the study revealed ongoing development of TBPM across primary school age. Observed age differences seemed to be associated with the ability to maintain strategic monitoring.

POWODY KŁAMANIA POLSKICH UCZNIÓW I STUDENTÓW

2015 ◽  
Vol 7 (3) ◽  
pp. 17-34
Author(s):  
Katarzyna Hamer ◽  
Katarzyna RAYWER ◽  
Elżbieta Monika Zięba
Keyword(s):  
High School ◽  
Primary School ◽  
Primary Schools ◽  
Cultural Specificity ◽  
Need For Approval ◽  
Primary School Pupils ◽  
Age And Sex

Based on Paul Ekman’s typology of motives of lying, authors wanted to investigate how oftenthey motivate pupils and students to lie. Two studies were conducted: 1) in primary schools anda high school, 2) on different universities. In the second study we also measured the level of needfor approval and agency/communion (the Big Two). Both studies gave similar results, revealing thatpupils and students declared higher frequency of lying motivated by avoiding any inconveniencethan by gaining some kind of profit. Detailed analyses showed that the highest frequency oflying was motivated by two reasons: to protect oneself or someone else from danger and to avoiduncomfortable, awkward situations. Next in frequencies were motives driven by willingness toavoid any nuisance (e.g. punishment, embarrassment or to protect one’s privacy). In both studieslying driven by willingness to gain some kind of profit (e.g. reward, being liked, admired or togain power) was declared as rather rare. Analyses showed that the latter result was not free frominfluence of need for approval. Both age and sex played a certain role in these declarations. In thefirst study, boys significantly more often than girls declared to lie to protect oneself or someoneelse from danger, to secure one’s privacy and to gain power. There were no such differences in thesecond study (among students). As to age, primary school pupils declared lying to be liked (girls)and admired (boys) more often than teenagers in high school, while the latter declared lying togain power and to protect oneself or someone else from danger more often than primary schoolpupils. In turn, students declared, significantly more often than younger subjects, to lie for allreasons. The Big Two turned out to be of little significance – only lower level of communion was, asexpected, connected to higher frequency of both categories of lies (to gain / to avoid), especially incertain reasons of lying (e.g. to gain power or admiration). The results are discussed in the contextof further studies on bigger and more varied groups, Polish cultural specificity and possible biasinginfluence of need for approval in studies of lying.

scholarly journals Scientific Conceptions of Photosynthesis among Primary School Pupils and Student Teachers of Biology

2017 ◽  
Vol 7 (1) ◽  
pp. 49 ◽  
Author(s):  
Darja Skribe Dimec ◽  
Jelka Strgar
Keyword(s):  
Primary School ◽  
Student Teachers ◽  
Plant Transformation ◽  
Primary Schools ◽  
Process Research ◽  
Practical Work ◽  
Biochemical Process ◽  
Biology Student ◽  
The World ◽  
Primary School Pupils

Photosynthesis is the most important biochemical process on Earth. Most living beings depend on it directly or indirectly. Knowledge about photosynthesis enables us to understand how the world functions as an ecosystem and how photosynthesis acts as a bridge between the non-living and living worlds. It is, therefore, understandable that photosynthesis is included in national curricula around the world. The practice unfortunately shows that students at all school levels mostly learn about photosynthesis by rote. Consequently, they have difficulties understanding this vital process. Research also shows many misconceptions in relation to photosynthesis among students of different ages. Based on these, the main aim of our study was to explore the scientific conceptions about photosynthesis held by primary school pupils and student teachers of biology. Data were collected using a questionnaire containing seven biology content questions.The sample consisted of 634 participants, 427 primary school pupils (aged 11–14), and 207 student teachers of biology (aged 20–23). We found that the populations of primary school pupils and student teachers of biology differ greatly concerning scientific conceptions of photosynthesis. The student teachers showed good and complex understanding of photosynthesis, while pupils showed some misconceptions (location of chlorophyll and photosynthesis in a plant, transformation of energy in photosynthesis). Analysis of the development of scientific conceptions about photosynthesis with age showed that there is very little progress among primary school pupils and none among biology student teachers. More involvement of student teachers of biology in practical work at primary schools during their study was suggested to make student teachers aware of, and better understand pupils’ misconceptions.

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