scholarly journals Screen time and extracurricular sports participation among children in a local community in Serbia

2020 ◽  
Vol 45 (3) ◽  
pp. 109-113
Author(s):  
Vesna Petrović ◽  
Tanja Rožek-Mitrović ◽  
Radmila Erceg-Javor
Keyword(s):  
High School ◽  
Elementary School ◽  
Secondary School ◽  
Elementary School Students ◽  
Screen Time ◽  
Secondary School Students ◽  
Sports Participation ◽  
School Students ◽  
High School Girls ◽  
School Girls

Introduction: There is evidence that higher levels of screen time are associated with various negative effects on children's health. On the other hand, amounts of physical activity greater than 60 minutes provide additional health benefits. The aim of our study was to compare screen time and participation in extracurricular sports activities between two groups of adolescents in Inđija. Materials and methods: A cross-sectional study was conducted in a Primary Healthcare Center Inđija. 200 students participated, of which 100 fifth grade elementary school students and 100 first grade secondary school students. Data were collected by means of a questionnaire, which was designed for this study. Results: In our study 200 of students participated, of which 41% were boys. Secondary school students ignored the recommendations for daily screen time significantly more than elementary school students, on workdays (ch²=28.06, p<0.01), and at weekends (ch²=40.996, p<0.01). Elementary school students participated in extracurricular sports significantly more than secondary school students (ch²=5.225, p<0.05). High school boys participated in extracurricular sports considerably more than high school girls (ch²=16.234, p<0.01), and elementary school girls also participated more than high school girls (ch²=7.966, p<0.05). Conclusion: This research showed that more than half of the students in Inđija ignored the recommendations for screen time on workdays and at weekends, high school students considerably more than elementary school students. Approximately forty percents of the students did not participate in extracurricular sports. Elementary school students participate in extracurricular activities significantly more than secondary school students, with significant decline in high school girls.

Variables Affecting Word Problem Difficulty in Secondary School Mathematics

1987 ◽  
Vol 18 (3) ◽  
pp. 187-196
Author(s):  
Janet H. Caldwell ◽  
Gerald A. Goldin
Keyword(s):  
High School ◽  
Elementary School ◽  
Secondary School ◽  
Elementary School Students ◽  
Grade Level ◽  
Secondary School Students ◽  
Senior High School ◽  
School Level ◽  
Problem Difficulty ◽  
School Students

The relative difficulties of concrete versus abstract and factual versus hypothetical verbal problems in mathematics were compared for secondary school students, extending previously reported results for elementary school students. Concrete problems were significantly less difficult than abstract problems (p<.01) at both the junior and senior high school levels, as previously observed at the elementary school level, but the differences became smaller in magnitude with increasing grade level. Factual problems were significantly less difficult than hypothetical problems (p<.01) at both the junior and senior high school levels, in contrast to the elementary school results. There was an interaction between the two experimental factors.

Sports Team Participation Among US High School Girls, 1999-2015

2017 ◽  
Vol 57 (6) ◽  
pp. 637-644 ◽  
Author(s):  
Alan E. Simon ◽  
Sayeedha F. G. Uddin
Keyword(s):  
High School ◽  
High School Students ◽  
Weight Status ◽  
Sports Participation ◽  
School Students ◽  
High School Girls ◽  
Rate Of Increase ◽  
Sports Team ◽  
School Girls ◽  
Hispanic White

Sports team participation has myriad benefits for girls. We used the 1999-2015 Youth Risk Behavior Survey, a nationally representative survey of US high school students, to examine time trends in sports team participation. Data from 2015 alone were examined for current differences in participation by sex, race/ethnicity, grade, and weight status. For both analyses, unadjusted and adjusted logistic regressions, with team participation as the dependent variable, were used. In 2015, 53% of US high school girls participated in team sports. Participation was higher among non-Hispanic white (60.7%) compared to Hispanic (40.7%) and Asian (35.6%) girls, and girls with normal-weight status (58.1%) compared to overweight (50.0%) and obese (36.5%) girls ( P < .01 for all comparisons). From 1999 to 2015, the rate of increase in participation was higher among non-Hispanic black girls than non-Hispanic white girls. No increase was observed for Hispanic and Asian girls. Addressing the disparities found in team participation is imperative.

scholarly journals „Kocha, lubi, szanuje – nie chce, nie dba, żartuje”... Uczeń klasy pierwszej liceum i technikum w relacji do lektury obowiązkowej w szkole podstawowej (raport z diagnozy)

2021 ◽  
Vol 12 (330) ◽  
pp. 313-324
Author(s):  
Mirosław Grzegórzek
Keyword(s):  
High School ◽  
Elementary School ◽  
Secondary School ◽  
Primary School ◽  
Elementary School Students ◽  
Initial Diagnosis ◽  
School Students ◽  
Reading Experience ◽  
Second Year ◽  
Technical Secondary School

The article presents the results of a survey (concerning the reading experience of the canon) conducted among students of four first grades of secondary school (one grade of high school divided into elementary and advanced levels, and three classes of technical secondary school). The research was part of the initial diagnosis of the first and second year of graduates of the reformed primary school at the threshold of secondary school (in 2019/2020 and 2020/2021). Students declared reading compulsory reading books in grades 7–8 of primary school according to the scale: I have read all / excerpts / abstract / not at all / don’t remember. The results show not only the respondents’ reading preferences, but also their specific strategies of “acquiring” the content of the obligatory texts and their attitude towards compulsory reading in general. They also allow to pose questions about the literary competences of the graduates of the reformed elementary school at the start of the next stage of education. Scientific studies in the field of reading were used as a context, including the latest results of surveys among teachers on reading books by elementary school students prepared by Gdańskie Wydawnictwo Oświatowe (2020).

scholarly journals Prediction of Children’s Blood Lead Levels from Exposure to Lead in Schools’ Drinking Water—A Case Study in Tennessee, USA

Water ◽  
2020 ◽  
Vol 12 (6) ◽  
pp. 1826 ◽  
Author(s):  
Dave DeSimone ◽  
Donya Sharafoddinzadeh ◽  
Maryam Salehi
Keyword(s):  
At Risk ◽  
Elementary School ◽  
Drinking Water ◽  
Secondary School ◽  
Elementary School Students ◽  
Secondary School Students ◽  
Lead Concentration ◽  
School Students ◽  
Concentration Data ◽  
Soil Lead

Lead (Pb) exposure can delay children’s mental development and cause behavioral disorders and IQ deficits. With children spending a significant portion of their time at schools, it is critical to investigate the lead concentration in schools’ drinking water to prevent children’s exposure. The objectives of this work were to predict students’ geometric mean (GM) blood lead levels (BLLs), the fractions of at-risk students (those with BLLs > 5 μg/dL), and the total number of at-risk students in one Tennessee school district. School drinking water lead concentration data collected in 2019 were input into the Integrated Exposure Uptake Biokinetic (IEUBK) model and the Bowers’ model to predict BLLs for elementary school students and secondary school students, respectively. Sensitivity analyses were conducted for both models. Drinking water concentrations were qualitatively compared with data collected in 2017. Two scenarios were evaluated for each model to provide upper and median estimates. The weighted GM BLL upper and median estimates for elementary school students were 2.35 μg/dL and 0.99 μg/dL, respectively. This equated to an upper estimate of 1300 elementary school students (5.8%) and a median estimate of 140 elementary school students (0.6%) being at risk of elevated BLLs. Similarly, the weighted GM BLL upper and median estimates for secondary school students were 2.99 μg/dL and 1.53 μg/dL, respectively, and equated to an upper estimate of 6900 secondary school students (13.6%) and a median estimate of 300 secondary school students (0.6%) being at risk of elevated BLLs. Drinking water remediation efforts are recommended for schools exhibiting water lead concentrations greater than 15 μg/L. Site-specific soil lead concentration data are recommended since the IEUBK was deemed sensitive to soil lead concentrations. For this reason, soil lead remediation may have a greater impact on lowering children’s BLLs than drinking water lead remediation. Remediation efforts are especially vital at elementary schools to reduce the population’s baseline BLL and thus the BLL projected by Bowers’ model.

Using Spelling Error Analyses to Examine Individual Differences in German Students From Diverse Linguistic Backgrounds: A Latent Class Approach

2021 ◽  
pp. 002221942110598
Author(s):  
Shuai Zhang ◽  
Esther Odilia Breuer ◽  
Matthias Grünke ◽  
R. Malatesha Joshi
Keyword(s):  
Elementary School ◽  
Secondary School ◽  
Elementary School Students ◽  
Secondary Students ◽  
Secondary School Students ◽  
Latent Class ◽  
School Students ◽  
Dominant Class ◽  
Class 1 ◽  
Poor Spellers

The current study examined German spelling errors among students with German as their first (L1) and those with German as their second language (L2) in Grades 3–4 (elementary school students; n = 127) and Grades 5–7 (secondary school students; n = 379). Five hundred and six students participated in the study. We performed two separate latent class analyses on elementary and secondary school students. Results indicate that elementary school students can be categorized as good (Class 1), consonant error dominant (Class 2), or poor spellers (Class 3). However, secondary students can be categorized as addition and sequence error dominant (Class 1), substitution and omission error dominant (Class 2), or poor spellers (Class 3). The three-step multinomial logistic regression analyses suggested that decoding was associated with the highest chances of being poor spellers in both elementary and secondary schools. Speaking German as L1 or L2 was a significant predictor of heterogeneities in secondary but not elementary school students. Polish L1 secondary students had the highest possibility of being poor spellers. The results suggest heterogeneities of student profiles. In addition, special attention should be given to secondary school students with the Polish L1 background in their spelling struggles associated with German orthography.

Epidemiology of School Injuries: A 2-Year Experience in A Municipal Health Department

PEDIATRICS ◽  
1987 ◽  
Vol 79 (1) ◽  
pp. 69-75 ◽  
Author(s):  
Samuel B. Sheps ◽  
G. Dewey Evans
Keyword(s):  
Elementary School ◽  
Secondary School ◽  
Elementary School Students ◽  
Secondary School Students ◽  
Injury Severity ◽  
Sports Injuries ◽  
Health Department ◽  
Future Research ◽  
School Students ◽  
Severe Injuries

School injuries occurring in a municipal school system during a 2-year period were reviewed to identify epidemiologic features of school injuries, to determine data requirements for ongoing injury surveillance, and to identify potential preventive strategies. Overall, 3,009 injuries were reported (2.82/100 students per year). Elementary school students had only a slightly higher rate (2.85) than secondary school students (2.78). However, the cause, nature, school location of injury, and body area injured formed distinct patterns in these two groups. Playgrounds were responsible for the highest overall and elementary school rates, whereas sports areas and classrooms had the highest rates among secondary school students. Falls were the most frequent cause of injury in elementary schools whereas, as expected, sports injuries were the most frequent cause among secondary school students. Contusions and abrasions of the head were the most frequent type of injury for both groups, although more common among elementary school students, whereas fractures, sprains, strains, and dislocations were more frequent among secondary school students. Although the proportion of severe injuries to secondary school students was slightly higher (39 v 35%), the rate of referral of students to a hospital or physicians among secondary school students (1.21 per 100 student-hours) was almost twice the rate of elementary school students (0.65 per 100 student-hours). Problems with definition of injury severity and the need to explore the social aspects of schools as a factor in injuries emerged as important considerations for future research.

Effect of Engineering Education by Science Classroom for High School, Junior High School and Elementary School Students

2010 ◽  
Vol 130 (1) ◽  
pp. 95-102 ◽  
Author(s):  
Kazuto Yukita ◽  
Tokimasa Goto ◽  
Katsunori Mizuno ◽  
Hiroyuki Nakano ◽  
Katsuhiro Ichiyanagi ◽  
...  
Keyword(s):  
High School ◽  
Elementary School ◽  
Engineering Education ◽  
Elementary School Students ◽  
Junior High School ◽  
Junior High ◽  
Science Classroom ◽  
School Students

scholarly journals EFFECTIVENESS OF SCHOOL COUNSELING PROGRAMS ON ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN KIAMBU COUNTY, KENYA

2020 ◽  
Vol 5 (35) ◽  
pp. 58-64
Author(s):  
Lucy Gachenia ◽  
Margaret Mwenje
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Academic Performance ◽  
Secondary School ◽  
School Counseling ◽  
Secondary School Students ◽  
Counseling Services ◽  
Counseling Program ◽  
School Students ◽  
Counseling Programs

The school counseling program is meant to assist students to deal with psycho-social and behavioral challenges, which normally affect their academic performance. In order to achieve this goal, the Kenyan government has previously committed resources towards establishing counseling programs in schools. The aim of this study was to establish how effective these counseling programs are in assisting secondary school learners in Kiambu County to achieve academically. Primary data was derived from 80 high school adolescents, 8 counselors, and 8 academic Dean of Students who were purposively sampled from 8 schools that were randomly selected. The study was qualitatively done, and self-determination theory was used to guide the study. Data were analyzed for the identification of counseling program characteristics and student improvement indices. These were presented in tables, charts, frequencies, and percentages based on the responses from the respondents. Further, a correlation between the two variables of the study was examined. Findings depicted that 65.7% of the students sampled said that counseling services offered at school satisfied their needs, 74.3% reported an improvement in their academic performance as a result of those counseling services and 87% felt more positive about school life after receiving counseling services. The study concluded that comprehensive counseling programs improved academic performance among high school students. The study intended to inform education planners, principals, and administrators on the role counseling would play in enhancing academic achievement among secondary school students.

scholarly journals Deliberating science in Italian high school. The case of the Scienza Attiva project

2017 ◽  
Vol 16 (01) ◽  
pp. A02
Author(s):  
Federica Cornali ◽  
Gianfranco Pomatto ◽  
Selena Agnella
Keyword(s):  
High School ◽  
Secondary School ◽  
Focus Groups ◽  
Deliberative Democracy ◽  
Mixed Method ◽  
Secondary School Students ◽  
Evaluation Study ◽  
School Students ◽  
National Project

This paper provides an analysis of the implementation and the outcomes of Scienza Attiva, an Italian national project for secondary school students, that makes use of deliberative democracy tools to address socio-scientific issues of great impact. The analysis has required a mixed method including surveys of students' pre- and post-project opinions, focus groups and interviews with students and teachers. The results from this evaluation study provide evidence that the project improves students' understanding of socio-scientific issues, strengthens their awareness of the importance of discussion and positively influences interactions in the classroom.

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