Comparison of Socio-economic and Health Status in Rural Primary School Students: A Case of Bangladesh

2020 ◽  
pp. 27-36
Author(s):  
Md. Abdullah Al Farooq ◽  
Mohammad Nazmul Haq ◽  
Tania Tajreen ◽  
Md. Minhajuddin Sajid ◽  
Tanvir Kabir Chowdhury
Keyword(s):  
Health Status ◽  
Public School ◽  
Primary School ◽  
Private School ◽  
Primary Schools ◽  
Primary School Children ◽  
Primary School Students ◽  
School Students ◽  
Public School Students ◽  
Health Related

Objective: Although Bangladesh is rapidly gaining economic development, education and health related indices are not equally developed in all parts of the country. The objective of the study was to compare the socio-economic and health status of students in public and private primary schools. Methods: This was a cross sectional study conducted among 99 public and 128 private primary school children during 2018. Two public and two private primary schools were selected purposively from 2 villages of Chandpur. Subjects were divided into 2 groups: public primary school students and private primary school students. During a ‘free health check-up and treatment program’, guardians were asked to participate in the study. After taking informed written consent, students and guardians were asked about demographic, socioeconomic (such as, education, occupation, monthly income), and health related factors (such as, antenatal checkup, mode of delivery, immunization, deworming); then, anthropometric measurements (height, weight) and physical examinations of the children were done. Comparison was done between groups. Results: On socioeconomic status, monthly family income was more and paternal education was higher in private-school students than the public-school students. On health indices, antenatal care (ANC), Caesarian section (CS), living standard, use of sanitary latrine, and nutritional status of private school students were significantly better than public-school students. However, Public school students had higher deworming rate. Conclusion: Students in private schools had better socio-economic and health status in Bangladesh. Health-related indices are comparable to national parameters. It is recommended that socio-economic and education status needs further improvements for sustainable health and well-being.

scholarly journals The Practice of Noble Values among Primary School Students in Malaysia

2019 ◽  
Vol 7 (1) ◽  
pp. 163
Author(s):  
Mohd. Zailani Mohd. Yusuff ◽  
Mohamad Khairi Haji Othman ◽  
Asmawati Suhid ◽  
Rozalina Khalid
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Peninsular Malaysia ◽  
Primary School Children ◽  
Primary School Students ◽  
School Students ◽  
The North ◽  
Significant Difference ◽  
Research Designs

Social problems among students have become very serious in recent years. Therefore, the issues that need to be addressed are the practices that exist among them. This study will share a research finding that identifies the level of practice of applying noble values among primary school children. This study used qualitative research designs through interviews and observations and quantitative survey studies where data were collected through questionnaires involving 321 primary school children from four primary schools in the North Zone of Peninsular Malaysia. Overall, the findings show that the practice of noble values is admirable. This study found that there was a significant difference in values of noble practices in terms of school types. In addition, the findings also found that values of respect are the most dominant values practiced by primary school students followed by other values.

scholarly journals NUTRITION EDUCATION MODULE AND WORKBOOK DEVELOPMENT FOR PRIMARY SCHOOL CHILDREN

ICCD ◽  
2018 ◽  
Vol 1 (1) ◽  
pp. 141-147
Author(s):  
Khoirul Anwar ◽  
Hardinsyah Hardinsyah ◽  
Muhammad Aries ◽  
Hana Navratilova
Keyword(s):  
Primary School ◽  
Nutrition Education ◽  
School Children ◽  
Primary Schools ◽  
School Achievement ◽  
Primary School Children ◽  
Food Label ◽  
Primary School Students ◽  
School Students ◽  
Protein Food

Primary school students are in a period of continued growth and development after the pre-school age period. However several studies have shown that children at this age are vulnerable to under- and over-nutrition, which can interfere in their learning process and school achievement. The objective of this activity was to develop a nutrition education module for primary school students aged 8-12 years. This activity was held on January – August 2018 into Primary Schools of Bogor. The steps of this activity included: 1) to establish of technical working group (TWG); 2) to review existing nutrition education for primary school students; and 3) to develop student module and workbook (SMW) for nutrition education. The TWG which were formed, consists of school principles, nutrition professional society (Food and Nutrition Society of Indonesia), university staffs (Bogor Agricultural University and SAHID University Jakarta), and local government (Bogor Education Office). This activity was done collaboration with SEA-PHN. Currently, there is no activity on nutrition education at these schools, neither teacher guide for nutrition education for primary school students. The TWG developed nine topics of SMW were developed, namely balance diet and my plate, active and healthy life, cereals, fruit and vegetable, protein food, limit sugar salt and fat, choosing safe and nutritious food, food label, and summary. The SMW was designed colorfully and interestingly. Prior to final version of SMW, it was assessed to be used by school children. In conclusion, the SMW could be used to educate primary school students on nutrition. 

scholarly journals Epidemiological profile of type 1 diabetes among primary school children in Baghdad, Iraq

2020 ◽  
Vol 6 (1) ◽  
Keyword(s):  
Diabetes Mellitus ◽  
Type 1 Diabetes ◽  
Primary School ◽  
Type 1 Diabetes Mellitus ◽  
School Children ◽  
Primary Schools ◽  
Primary School Children ◽  
Primary School Students ◽  
School Students

Objectives: To estimate the prevalence of type 1 Diabetes Mellitus in primary school children in Baghdad City, and to evaluate its effect on growth of those children. Methods: This comparative cross-sectional study was conducted in a sample of primary schools in Baghdad city selected by multistage cluster sampling. All primary school students in the selected schools were included. For every diabetic child, we selected a child from the same class who is free from diabetes. Information on disease variables were obtained through sending questionnaire to the children’s parents. The Centers for Disease Control and Prevention growth charts were used. Results: The total number of primary school students in the selected 141 schools was 69,115; 110 of them had T1DM (159/100,000). Female to male ratio was 1.3:1. Obesity and underweight were significantly lower in diabetics than non-diabetic children (P=0.03). Conclusion: The prevalence of type 1 diabetes mellitus was 159 per 100,000, which was approximate to the prevalence in Saudi Arabia, less than that in Al-Kuwait, but higher than that in Turkey. Percentage of underweight and obesity were lower in the diabetics while overweight percentage was slightly higher compared to the non-diabetics.

scholarly journals Validating the Power of Bilingualism on Conflict Regulation, Cognitive Control and Recognition of Iranian Primary School Students

10.7575/c ◽  
2018 ◽  
Vol 7 (5) ◽  
pp. 57
Author(s):  
Negin Aalaei
Keyword(s):  
Cognitive Control ◽  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Primary School Children ◽  
Primary School Students ◽  
School Students ◽  
Significant Difference ◽  
Conflict Regulation ◽  
Spss Software

The purpose of the study is to measure the effects of bilingualism on conflict regulation, cognitive control and recognition among primary school children. This study is a description study on primary school students in the city of Parse Abab, the branch of Ardabil, Iran that is studying in the school year 94-95. The sample consists of 120 students which include 60 boys and 60 girls. The samples were selected by randomly. In this study the questionnaires and tasks based on cognition and recognition was used. The questionnaires were collected from both groups were analyzed by SPSS software and SPSS software was used to measure mean, median, standard deviation, significance level, etc., and to analyze the hypotheses of variance by (MANOVA). The results showed that the bilingualism has direct effect on the conflict regulation, cognitive control and recognition among primary school children. There is significant difference among bilingual and monolingual students performance. To the best of our knowledge, this is the first study to examine the temporal aspects of bilingualism in relation to the conflict regulation, cognitive control and recognition of students in primary schools in bilingual areas. Other studies try to examines the effect of bilingualism on only one of the variables but this study consider three variable in order to show clearly its effect on each of the variables separately.

scholarly journals Examining Emotional Literacy Development Using a Brief On-Line Positive Psychology Intervention with Primary School Children

2020 ◽  
Vol 17 (20) ◽  
pp. 7612
Author(s):  
Jacqueline Francis ◽  
Tan-Chyuan Chin ◽  
Dianne Vella-Brodrick
Keyword(s):  
Positive Psychology ◽  
Primary School ◽  
Primary Schools ◽  
Primary School Children ◽  
Classroom Teachers ◽  
Primary School Students ◽  
School Students ◽  
Positive Psychology Intervention ◽  
On Line ◽  
City Schools

Wellbeing literacy (WL) may be the missing ingredient required to optimally enhance or enable positive psychology intervention (PPI) effectiveness. This study involved Victorian government funded primary schools, including two rural, two regional, and two city schools; participants included 20 classroom teachers and 131 grade five and six primary school students. A brief online PPI was implemented by teachers for 10–15 min, three times per week, for six weeks. This paper examines quantitative data collected pre and post the six week intervention, and qualitative data gathered in week one of the intervention regarding intervention effectiveness. The aim is to examine if a brief online PPI effectively builds intentional emotional vocabulary use, and to discuss how on-line PPIs can be used in public health to improve young people’s WL. Considering evaluations of process effectiveness and outcome measures related to student emotional vocabulary use, results tentatively suggest that online PPIs can positively impact emotional vocabulary capability and intentionality. Multimodal communication was exercised during the PPI, suggesting that the brief online PPI format may provide a valuable tool to promote student WL.

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 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 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.

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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