Primary School Pupils
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Author(s):  
Alebiosu, Eunice Oluwayemisi ◽  
Akintoke, Victor Akin ◽  
Oginni, Omoniyi Israel

The study examined implications of counselling, psychological and social services on academic performance of primary school pupils in Southwest, Nigeria. The study adopted a descriptive survey research design. The population consisted of all primary school teachers in Southwest out of which 1006 teachers were selected from the three sampled states in Southwest, Nigeria. Multistage sampling procedure was used to select sample for the study. The instrument used for data collection was tagged Implications of Counselling, Psychological and Social Services Questionnaire “(CPSSQ)” and a proforma titled “Data Retrieval Format” (DRF). CPSSQ comprised of two sections. Section A sought information on the bio data of the respondents while Section B was used to elicit information on implications of psychological, emotional and social dimensions of the pupils’ health. The instrument was validated by experts in Guidance and Counselling, Human Kinetics and Health Education and Tests and Measurement. The reliability of the instrument was ensured by using Pearson's Product Moment Correlation analysis and had reliability co-efficient of 0.86, which was adjudge high enough and considered the instrument to be reliable. One general question was raised and one null hypothesis was formulated for the study. The study revealed that counselling, psychological and social services had implications on school health programme. It was therefore recommended that the status of school health programme in Southwest should be improved upon, considering its importance to the survival and academic performance of the school pupils.


2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Rose Jummai MUSA ◽  
◽  
Adeyemi Abiodun ADEYINKA ◽  

The study investigated the effects of school environment and methods of teaching on language skills achievement of pre – primary school pupils in Edo State. It also investigated the interaction effects of Montessori and played methods and urban and rural environments on pupils' achievement in listening, speaking, reading and writing skills. Three urban and three rural areas which were selected from two Local Government Areas (LGAs) were used for the study. Six pre - primary schools were purposively selected for the study. A total of 228 kindergartens 2 pupils intact classes were used for the study which lasted for eight weeks. The study was a pretest, posttest, quasi- experimental control group design with independent variables as methods and school location while achievement in Language Skills Achievement Test (LSAT) was the dependent variable. Descriptive statistics and Analysis of Covariance (ANCOVA) were used to analyze the data obtained while the Multiple Classification Analysis (MCA) was used as post-hoc test for further significance. Three research questions were answered with three hypotheses, tested at 0.05 level of significance. Results showed that the Montessori Method of teaching pre –primary pupils was more effective than the play method. Similarly, urban school pupils achieved higher than their rural counterparts. There was also a significant interaction effect of methods and school location on pupils' academic achievement in Language skills. It was therefore recommended that the Nigerian Government should adopt the Montessori Method as a dominant method of teaching pre – primary school pupils and that pre – primary school owners should provide materials adequately for teaching and learning.


2021 ◽  
Author(s):  
Rose Jummai MUSA ◽  
Adeyemi Abiodun ADEYINKA

The study investigated the effects of school environment and methods of teaching on language skills achievement of pre – primary school pupils in Edo State. It also investigated the interaction effects of Montessori and played methods and urban and rural environments on pupils' achievement in listening, speaking, reading and writing skills. Three urban and three rural areas which were selected from two Local Government Areas (LGAs) were used for the study. Six pre - primary schools were purposively selected for the study. A total of 228 kindergartens 2 pupils intact classes were used for the study which lasted for eight weeks. The study was a pretest, posttest, quasi- experimental control group design with independent variables as methods and school location while achievement in Language Skills Achievement Test (LSAT) was the dependent variable. Descriptive statistics and Analysis of Covariance (ANCOVA) were used to analyze the data obtained while the Multiple Classification Analysis (MCA) was used as post-hoc test for further significance. Three research questions were answered with three hypotheses, tested at 0.05 level of significance. Results showed that the Montessori Method of teaching pre –primary pupils was more effective than the play method. Similarly, urban school pupils achieved higher than their rural counterparts. There was also a significant interaction effect of methods and school location on pupils' academic achievement in Language skills. It was therefore recommended that the Nigerian Government should adopt the Montessori Method as a dominant method of teaching pre – primary school pupils and that pre – primary school owners should provide materials adequately for teaching and learning.


2021 ◽  
Vol 13 (3) ◽  
pp. 95-115
Author(s):  
Olga Fediy ◽  
Liudmyla Protsai ◽  
Nataliia Gibalova

The digitalization of the world community implies the need for preparing the citizens for active activities in the virtual environment, critical evaluation of information content, and safe behavior on the internet. Additional importance, in this context, is to be attributed to the need for the formation of digital intelligence (DQ). The initial stage of DQ development is specifically important, as involves the development of digital citizenship. The article presents the results of scientific theoretical and experimental research on the problem of primary school pupils’ digital citizenship formation. The scientific novelty is that for the first time the concepts of “primary school pupils’ digital citizenship” and “a digital citizen”, as well as the criteria, indicators, and levels of its development, have been specified. In addition, the pedagogical conditions of digital citizenship formation have been defined as the project method implementation, based on digital citizenship content; the use of parental control applications; the use of didactic infographics in the informational and educational environment. The article presents the pedagogical model of school pupils’ digital citizenship formation in the educational process. The study was conducted on the basics of the Poltava V. G. Korolenko National Pedagogical University (2018-2020).


Author(s):  
Amarachukwu Nwankwo ◽  
Anthony Chibuike Onyebueke ◽  
Kindness Chidi Irikannu ◽  
Chibumma Immaculata Nzeukwu ◽  
Ifediba Vivian Onwuzulike ◽  
...  

Background: Soil-Transmitted Helminths (STHs) remain a public health problem. Infections are widely distributed in tropical and subtropical areas of the world. Aim: This study was to investigate the prevalence and intensity of STH infections, the prevalence of STH mixed infections in relation to age and sex, and to identify the risk factors associated with STH infections among pupils in Omogho and Awa rural communities in Orumba North Local Government Area, Anambra State, Nigeria. Study design: The study was a cross-sectional survey of faecal samples collected from 453 randomly selected pupils from four primary schools. Duration of study: The study was conducted between June and September 2017. Materials and methods: The faecal samples were examined by direct smear and formol ether concentration techniques. Questionnaires based survey was done to determine the risk factors of STH among the pupils. Results: The overall prevalence of STH infections was 44.2%. Among the schools, Primary School, Awa had the highest prevalence (17.0%) while Daughters of Mary Mother of Mercy Primary School, Omogho, had the least prevalence (5.3%). Others were Community Primary School, Omogho (12.8%) and Community Primary School, Awa (9.1%). There was no significant difference in the prevalence of STH infections among the primary school pupils (p = 0.36, p > .05). Ascaris lumbricoides (17.2%) was highest while Strongyloides stercoralis (2.0%) was the least prevalent. Other STHs observed were hookworms (15.9%) and Trichuris trichiura (9.1%). Pupils who do not practice proper hygiene had highest infections. A total of 149(32.9%) who do not wash hands after the use of toilet had more infections than 51(11.3%) who wash their hands. There was significant difference on prevalence of STH with responses on hygiene practices (p = 0.00, p < .05). Conclusion: Absence of good toilet facility and adequate water supply in the schools made it difficult for the pupils to practice good hygiene. An integrated control of STH which should include provision of adequate toilet facilities for pupils, piped drinking water, chemotherapy and health education is recommended.


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