Asociación entre el peso de mochilas escolares con el modo de desplazamiento al colegio y dolor musculoesquelético

The aims of this study were; 1- Analyze the mode of commuting of the school children to school, the weight and type of school bags they were carrying and musculoskeletal pain separately by sex. 2- Analyze the association between weights of school bags with mode of commuting to school. A total of 76 children (8.8 ± 0.3 years, 50% children) participated in the study. The Pediatric Pain questionnaire was used to determine the presence or absence of pain. The PACO questionnaire was used to know the mode of commuting to school. The results showed that the active commuting were higher in boys than girls (p =0.042). In addition, there was a significant association between meeting the school bags weight recommended and active commuting from school to home (OR =3.88, p =0.039). Meeting with the weight of the school bags recommended may favor the non-appearance of musculoskeletal pain and active commuting to school. Los objetivos del estudio fueron; 1- Analizar el modo de desplazamiento de los escolares al colegio, el peso y tipo de mochilas transportadas y dolores músculos-esqueléticos diferenciados por sexo. 2- Analizar la asociación entre el peso de las mochilas con el modo de desplazamiento al colegio. Un total de 76 escolares (8.8±0.3 años, 50% niños) participaron en el estudio. El cuestionario Pediátrico de Dolor sirvió para determinar la presencia o no de dolor. El cuestionario PACO fue utilizado para determinar el modo de desplazamiento al colegio. Los resultados indicaron que las niños se desplazaron más de forma activa que los niñas (p =0.042). Además, existió una asociación significativa entre cumplir con el peso recomendado de las mochilas y el desplazamiento activo del colegio al hogar (OR =3.88, p =0.039). Cumplir con el peso recomendado de las mochilas está asociado a la ausencia de dolor musculo-esquelético y el desplazamiento activo al colegio.

Discrete Primary Education Curriculum in Bangladesh

The curriculum is an essential and integral part of the education system for lifelong learning and better children's outcomes. The sum of experience throughout their schooling journey can be defined as an educational curriculum expressed in a much broader sense. The school's type of school, study materials used, teaching methods, available school facilities, and the qualifications of schoolteachers provided at the end of primary schooling often diverge with different educational curricula due to the government policy dilemma. There is no unified primary education curriculum in Bangladesh's case. More than three mainstream educational curricula can be founded, each with its own unique set of traits, benefits, and shortcomings. This chapter explores what factors affect a school's choice, which is linked with the educational curriculum being offered, and how it affects the student's quality of education. This chapter also explores gamification theory's implementation to ensure quality primary education in Bangladesh.

Self-Efficacy of Teachers Working in Mainstream Schools – Research Communication

This article presents the results of a study on the self-efficacy of teachers working at mainstream schools and the results of intergroup analyses (mainstream school teachers versus special education teachers), being part of a research project focused on identifying the determinants of teachers’ sense of self-efficacy. Intergroup comparisons were made due to assumed differences in the self-efficacy of teachers in mainstream and special schools, resulting from the specific organisation and functioning of the two types of schools and the differentiated actors. The theoretical basis was the social learning theory of A. Bandura. The research was conducted with the use of the “Sense of Efficacy Test” by M. Chomczyńska-Rubacha and K. Rubacha. A total of 801 teachers took part in the study, including 442 teachers from mainstream schools and 359 from special schools (special education centres – SOWs; youth sociotherapy centres – MOSs; youth education centres – MOWs; prisons – ZKs). Research analyses have shown that the sense of self-efficacy in teachers from mainstream schools is dependent on their place of residence – increasing along with its size. Cognitive and action resources are determined by the level of education of the mothers of the studied teachers, while motivational resources are determined by the type of school at which they work. A cluster analysis identified two independent groups of teachers – those scoring high and those scoring low in terms of self-efficacy. A model mismatched with the data was obtained, which means that on the basis of sociodemographic variables and other information about teachers (education level of their parents, type of school) it is not possible to predict their assignment unambiguously to the distinguished groups. In terms of intergroup analyses, a higher sense of self-efficacy and greater motivational and cognitive-action resources were noted in teachers from mainstream schools than in teachers from special schools. The place of work of teachers from both compared groups significantly differentiates their sense of self-efficacy and the level of motivational as well as cognitive-activity resources (teachers employed at a lower secondary school possess more motivational resources, compared to teachers employed in special education centres). In turn, teachers employed at prisons are characterised by a higher level of cognitive-activity resources compared to teachers employed at secondary schools and youth sociotherapeutic and educational centres.

History curricula in high schools, after reform in 1932, published in „Wiadomości Historyczno-Dydaktyczne”(1933-1939)

When Poland regained independence it was crucial to unite school systems of all polish lands under one governance, as well as to prepare projects of school acts, that would apply to all country. Most important was to unify system, its organization, language of lectures etc. in the whole country. In accordance with Ustawa o ustroju szkolnictwa dated 11th March 1932 school system was to be based on seven-year 3rd degree public school. It was assumed, that schools would prepare talented children and adolescents to promotion from one type of school to the other, as well as to promotion from lower degree schools to higher degree schools. „Wiadomości Historyczno-Dydaktyczne” were one of the journals published between 1933 and 1939 by Polish Historical Society for history teaching. Editor-in-chief was Kazimierz Tyszkowski, who after 1937 functioned together with Antoni Knot. Articles concerning teaching of history in secondary school, especially concerning introduction of new programs, were published in „Wiadomości Historyczno-Dydaktyczne”. Taking into account the need to organize school system after more than 100-years dependence from invaders governance, should not be surprising, that it was developed fast, and not always proposed and implemented solutions were supported by the public, teachers and experts, what can be noticed when analyzing content of particular articles.

Uncovering Students' Knowledge in Local History: The Camando to Leon Case

This descriptive-quantitative research study determined the knowledge in the local history of the Grade 12 students in Leon, Iloilo, when respondents were classified according to a type of school, family income, place of residence, and exposure and participation in Municipal activities. Through stratified random sampling technique, 233 Grade 12 students of the six secondary schools in the Municipality of Leon Batch 2019-2020 were the selected participants. The data were gathered utilizing a duly-validated researcher-made questionnaire that was delivered via an online Google form to the selected Grade 12 students of the six secondary schools. Using SPSS (Statistical Package for the Social Sciences), the data was tallied, computer-processed, analyzed, and interpreted and set at a .05 level of significance. Students have average awareness of local history and exposure to and participation in various municipal events when classified by type of school, family income, and place of residence. When pupils were categorized according to the type of school, there was a significant difference in their knowledge of local history but no significant differences in their family income or place of residence. Students' knowledge of local history has no significant relationship to their level of exposure and participation in various municipal activities. Students are more knowledgeable about sociocultural history than they do about political history.

The inequitable transition to the high school system. Case study: high school admission in Bucharest, Romania

The main objective of this article is to analyze the interaction between the principle of proximity in the enrollment process to primary school and the high school admission mechanism from an educational equity perspective. Specifically, I conduct a case study in which I analyze how the type of school graduated by a student in Bucharest influences the type of high school at which she will be admitted, given the present system of allocation. As such, I am interested in identifying the extent to which the school where the student is enrolled (when parents, theoretically cannot choose, as it is dependent on the street where they reside) can represent an explanatory factor for the probability to be admitted at a particular high school (a stage when parents and students can manifest their preferences for a school/specialization).

Learners’ Knowledge of Local History and Culture

This descriptive study determined the learners' knowledge of local history and culture. The participants were Grade 10 students enrolled for the school year 2018-2019, categorized according to sex, type of school, and family income. The data were tabulated and analyzed using SPSS (Software Package for the Social Sciences Software) with Frequency, Mean, Standard Deviation, t-Test, and One-way ANOVA. The findings demonstrated that when learners were categorized by sex, type of school, and family income, their knowledge of local history was partly knowledgeable. When taken as a whole, the learners' knowledge of local culture was also partly knowledgeable. Both males and females were partly knowledgeable when it came to sex. In terms of the type of school, public schools were knowledgeable, whereas private schools were only partly knowledgeable. Finally, when it came to family income, learners with low and average family income were partly knowledgeable, whereas learners with high family income were knowledgeable. With this study, learners' knowledge gained knowledge of local history and culture.

Multivariate analysis on performance in statistics, self-efficacy and attitudes of senior high school students

Over the past few years, teaching and learning of statistics have been influenced by the emergence of the reform movement in education such as the K-12 basic education curriculum. Those of statistics concepts have changed both elementary and secondary level. Considering the educational reform in the Philippines, the study was conducted to determine whether there are significant differences of the determinants such as gender, type of school, parent’s educational level, family monthly income, family size and Senior High School track preference to students’ self-efficacy beliefs, attitudes towards Statistics, and performance in Statistics. The causal-comparative research design was used for comparing two or more groups to find the differences or determine whether the independent variable influences the dependent variable. The data were gathered from 570 senior high school students of both public and private schools in Mindanao, Region XI. The study adopted the questionnaires on self-efficacy beliefs and attitude towards Statistics while it utilized a researcher-made questionnaire for performance in Statistics. Multivariate Analysis of Variance (MANOVA) was used to determine whether multiple levels of independent variables on their own or in combination with one another influence the dependent variables. The findings revealed that among the demographic factors, only type of school has a significant difference to the self-efficacy beliefs, attitudes towards Statistics, and performance of senior high students in Statistics. Implications from the findings of this study might suggest that improving of K-12 school facilities by the school public administrators and collaborative effort of teachers to enhance the students’ self-efficacy, attitudes towards statistics and teaching statistics reveals optimistic results. Also, school administrators may provide opportunities for Statistics teachers to hone their pedagogical skills in promoting and building students’ self-confidence and interest in the subject.

EFFECTIVENESS OF LIFE SKILLS ON INCREASING SELF-ESTEEM OF HIGH SCHOOL STUDENTS

The present study was conducted with the purpose to see a study of Effectiveness of life skills on increasing self-esteem of high school students. The present study was conducted to a randomly selected sample of 200 high school student of 6-8th class studying in Government and Private schools of Sonipat deistical in Haryana. Life Skills developed and standardised by M.N.Vranda (2009) & Self-Esteem developed by Dr .K. G. Agarwal (2015) tool was used for the collection of data in n the present study. The data were analyzed by employing mean, SD,‘t’- test & ‘r’ value. The results of the study showed that female students of high schools are found life skills less adjusted than male students of high schools. Govt. school students are found life skills less adjusted than private school students. No significant difference is found in the self-esteem of high school students in relation to their gender and type of school. KEYWORDS: life skill, Self- esteem, Gender, Type of school, high school students.

Analysis of Music Teachers’ Job Satisfaction and COVID-19 Anxiety Levels

It is aimed in this study to examine the job satisfaction and virus contagion concerns of music teachers in terms of certain variables during the COVID-19 process. Based on the correlational and causal comparison method in the research, music teachers' job satisfaction and contagion concerns during the COVID-19 process were compared according to the variables of gender, age and type of school they work. Besides, the relationship between music teachers' job satisfaction and contagion anxiety was explained with relational screening method. The sample of the study consists of 236 music teachers working in Konya, Karaman and Aksaray and determined by random sampling method. Minnesota Job Satisfaction and COVID-19 Anxiety scales were used to collect the research data. According to the research findings, job satisfaction of music teachers during the COVID-19 process differs according to gender, age and school type. Also, a negative relationship was found between COVID-19 anxiety and job satisfaction. Based on the results of the research, suggestions were made to increase the job satisfaction of music teachers and reduce their anxiety during the COVID-19 process.