СУЧАСНИЙ АСПЕКТ ВПРОВАДЖЕННЯ ТЕХНОЛОГІЇ ОРГАНІЗАЦІЇ ДИФЕРЕНЦІЙОВАНОГО НАВЧАННЯ: ДИСТАНЦІЙНА ОСВІТА НА УРОКАХ МАТЕМАТИКИ В ПОЧАТКОВІЙ ШКОЛІ

Previous research has produced conflicting results regarding the effects of season of birth and age-position on cognitive attainments. In Northern Ireland the school year divides the summer season into two providing an opportunity to evaluate the relative contribution of season of birth and age-position effects. To investigate the relationship between attainment in literacy skills and month of birth for primary and secondary school pupils and to determine the relationship between motor skills and month of birth in primary school pupils. One thousand one hundred and twenty four primary school pupils participated, and results for key stage 3 (KS3) English and GCSE English Language, for 3,493 Year 10 and 3,697 Year 12 secondary school pupils, respectively, were obtained. Primary school pupils were individually assessed using standardised reading and spelling tests, as well as tests of motor skill. They were also assessed using a standardised group reading test in their class groups. For the secondary school pupils, the results for two year cohorts, in KS3 English and GCSE English language, respectively, were analysed. For the primary school pupils there was evidence of both a season of birth and an age-position effect on all of the cognitive measures, particularly in the early years of schooling. There was, also, evidence of a significant age-position effect at both KS3 and GCSE in favour of the older pupils. For the younger primary school pupils there was evidence of significant age-position effects on both motor measures. The findings from the present study suggest that month of birth may be related to both season of birth and age-position effects. These effects may be compounded, particularly in the early years of primary school, when summer born children are youngest in their year, as in England. In Northern Ireland, age-position effects are also evident in secondary school public examination results, which may have implications for long-term life choices.

Using Brofenbrenner's socio-ecological model as a conceptual framework, the objective of this study was to determine playground users (primary school staff and pupils) perceptions of the barriers and facilitators to a physically active school playground at an intra-personal (individual), inter-personal (social), environmental and policy level. Results from a series of qualitative interactions with children (n = 65) from years five and six (9 to 11 years old), and structured interviews with adult teachers (n = 11) revealed key differences in the child and adult perceptions of the playground and the purpose of break-times. A number of inter-related environmental boundaries and school policies were identified as restrictive to children's explorations and activity levels during 'free play' periods, which centred on resource availability, accessibility and health and safety. Further, traditional playground hierarchies act to promote and prevent physical activity engagement for different groups (e.g. gender and age). Finally, differences between the adult and child perception of the primary school playground were observed. Playground physical activity, during break-times appears to be affected by a number of variables at each level of the socio-ecological model. This study provides an opportunity for primary schools to reflect on primary school playground strategies and practices that are implemented at each level of the socio-ecological model to encourage a more effective use of the playground during school break-times.

Dyscalculia is a specific learning disability that impairs mathematical abilities. It presents significant challenges to affected individuals, particularly primary school pupils who struggle with basic arithmetic. This study investigated prevalence levels and strategies of overcoming dyscalculia among primary pupils. The study adopted a descriptive survey research design. Simple random sampling techniques were used to select 116 public primary school teachers in Kwara State, Nigeria. A researcher-self-constructed instrument titled “Prevalence Level and Strategies of Overcoming Dyscalculia Questionnaire” (PLSODQ) was used for data collection, with a reliability coefficient of 0.76. Descriptive statistics were used to answer the research question, while an independent sample t-test was used to test the hypothesis. The findings revealed that the prevalence level of dyscalculia among primary school pupils as perceived by teachers is at an average level. Also, the strategies of overcoming dyscalculia among primary school pupils as perceived by teachers. Primary school teachers agreed that dyscalculia could be overcome by exposing pupils to education and employing an individualized teaching method, among others. Finally, there was no significant difference between male and female primary school teachers' perceived prevalence level of dyscalculia among primary school pupils. It was recommended that seminars and conferences should be organized for teachers.

<p><strong>The aim of the study</strong> is to explore teachers’ view about a social responsibility of primary school teachers and pupils’ social sustainability as viewed by the teachers. Social sustainability defines responsible and wise decision making at present as a significant precondition for development of a sustainability-oriented society in the future, the bases of which is an efficient individual’s, society’s and environments’ interchange. Personal and a social competence is a significant component of social sustainability that fosters possibilities of each pupil’s individual development and interrelatedness, by providing solutions to the problems that arise in the pedagogical process. <strong>Research methodology used </strong>for the purpose of the study are focus group interviews (n = 45) that involve 234 teachers from all over Latvia. <strong>Research results</strong> indicate that teachers while expressing their opinion about the contemporary primary school children create a profile of their social sustainability. Among the most significant features of a profile of contemporary pupils, the teachers have mentioned such pupils’ values which are not acceptable for them. This indicates that teachers cannot trust and accept children’s role as equal partners in the learning process. This situation may create problems in reorienting education towards a competency-based learning process. Therefore, the authors have analyzed the opportunities for the teachers’ professional development by paying a deeper attention to an intergenerational relation in the context of social sustainability.</p>

Quantitative analysis of spelling among primary school pupils revealed that the spelling of primary school pupils was highly variable, but not chaotic. Despite deviations from norms, primary school pupils, probably based on the internal consistency of spelling, attempted to establish uniformity in their spelling by writing the same sounds or their combinations with the same orthographic codes. The theoretical consistency, grounded in spelling conventions, was statistically significantly higher in the essays of older primary school pupils compared to their younger counterparts, suggesting a potential influence of superior cognitive abilities in older children.The analysis confirmed the assumption that spoken language is a primary factor contributing to spelling variations in our primary school children. Its impact is particularly prominent in grades 1–2. Although teachers use corrections to maintain spelling consistency, only one-seventh of primary school children’s spelling remains unaffected by it.It was determined that spoken language alone accounted for spelling variations in one-fifth of primary school pupils. Additionally, one-fifth exhibited a stronger influence from causes other than spoken language, indicating a diverse range of factors affecting spelling. A small portion of primary school children had spelling influenced exclusively by factors unrelated to spoken language.Contrary to common assertions in the public sphere, the data of this research did not support claims of a decline in literacy among schoolchildren. No statistically significant difference was observed in the frequency of words failing to meet norms when comparing the spelling of primary school pupils from the Soviet era to the current period. Current primary school children do not exhibit a significantly higher tendency to write based on spoken language than their counterparts in the Soviet era.

The research deals with the problem of the formation of entrepreneurial competence as one of the key life competences in integration with the development of communicative competence in a foreign language in primary school. Entrepreneurial competence encompasses a set of qualities, knowledge, skills, models of behaviour in different spheres of life in order to effectively address issues related to the social status of individuals, as well as the development of society and the state as a whole. The aim of the study is to identify the methodological potential for the development of entrepreneurial competence in the process of developing spoken production and spoken interaction skills in the English lessons in primary school. The research was conducted with the help of various scientific methods: theoretical analysis of psychological, pedagogical and methodological literature; methodological experiment to test the methodology suggested; methods of mathematical statistics for processing the experimental data. As a result, elements of entrepreneurial competence to be incorporated in primary school were allocated; a certain correlation was identified between the entrepreneurial skills selected and spoken interaction / spoken production skills to be developed in the process of teaching speaking to primary-school pupils in the English lessons; a system of exercises for the formation of entrepreneurial competence in primary school pupils in the process of developing spoken production and spoken interaction skills was created. The research also addresses the issues of classifying and selecting materials with entrepreneurial content as a basis for activity design within the system of exercises for the development of spoken production and spoken interaction skills in primary school pupils. The effectiveness of the proposed methodology was proven experimentally, which led us to the conclusion that the integrated approach to the development of communicative and entrepreneurial skills in primary school pupils contributed to an increase which averaged 93.9% in the experimental group and 53.1% in the control group.

Background Missing school can lead to lower educational achievement, early school dropout and health problems. To address sickness absence in secondary schools the intervention Medical Advice for sick reported students (MASS) has been developed. Because of fundamental differences in relation to the children's age and in the schools' organisational structure, the original MASS is not suited to primary schools. The aim of this study was to adapt MASS to primary education. Methods The intervention mapping approach steps 1 through 4 were used to adapt MASS to primary schools (MASS-PS), including a literature search, stakeholder interviews and pre-testing. Results In step 1, a planning group was formed and a logic model of the problem was created based on a literature search and interviews with stakeholders. In step 2, a logic model of change was created to determine the behavioural and environmental factors that need to change to achieve the goals of the intervention. In step 3, a theoretical basis and practical strategies to adjust MASS to primary education were determined. In step 4, practical support materials were developed and two pre-tests of the materials were performed with stakeholders and end-users. Conclusions Intervention mapping was successfully used to adapt MASS to primary schools. The main changes were the lowering of the threshold for extensive sickness, consultations between teacher and absenteeism coordinator and the addition of a social worker and remedial educationalist as experts next to the child and youth healthcare physician. The second pre-test did not yield any adaptations, indicating good acceptance in practice. With MASS, extensive sickness absence among primary school pupils can be addressed as a ‘red flag' for underlying problems. Key messages Intervention mapping steps one through four were sucessfully used to adapt a secondary school intervention to adress sickness absence among students (MASS) to primary schools. With the adapted MASS intervention, extensive sickness absence among primary school pupils can be addressed as a ‘red flag’ for underlying problems.

The basis for the inclusion of Christian Religious Studies (CRS) into the primary school curriculum in Nigeria was particular to the learning of morals and the development of societally acceptable values and attitudes. Presently, Nigeria is experiencing a high level of social vices, immoralities and an unprecedented amount of anti-social behaviours among youths. Of course, the considerable amount of problems generated by the increasing immoralities among primary school pupils of Lagos State was attributed to effectiveness in the teaching methodologies used for teaching and learning of CRS. Contemporarily, the use of computer-based technologies and digital tools for classroom teaching and learning proved to be effective because it engages primary school pupils. This study focused on the use of digital storytelling in the teaching and learning of CRS in Lagos State primary schools. The research was carried out to study the attitudes of primary school pupils toward CRS after the use of the “Teacher-Led Digital Storytelling Strategy” (TLDSS). Data obtained from the intervention revealed that primary school pupils exposed to TLDSS had the highest adjusted post-value acquisition mean score in CRS of 53.86. Again, there were observations from the study that primary school pupils exposed to TLDSS were significantly different from those exposed to conventional strategies (CS) in the teaching and learning of CRS in terms of value acquisition. The findings showed the effectiveness of the use of TLDSS for primary school pupils of Lagos State because TLDSS enhances primary school pupils’ acquisition of values, achievement and development of positive attitude to CRS.

Parental Involvement as a Correlate of Pupils' Achievement in Mathematics and Science in Ogun State, Nigeria.

The publication is a summary of the pilot studies carried out by Comdrev.PL company, a provider of a service named PROTECTI, from February to April 2018 in four primary schools in Slupsk. The study’s objective was to monitor pupils’ online activities while at school and using the school network. The author made a hypothesis that primary school pupils, while at school, do visit inappropriate websites. The analysis of the visited pages, based on the thematic catalogue by Comdrew.PL, shown that inappropriate content has indeed been accessed. The scale of the phenomenon turned out to be worrying, thus, as early as within the study duration, school authorities decided to take countermeasures by blocking access to inappropriate content. Therefore, the analysis included both the inappropriate content that the pupils actually viewed from February to April 2018 and the content they wanted to visit at that time but access to it was blocked. The fundamental conclusion of the research is that it is necessary to filter the content available in the school network and to block access to the inappropriate content so as to ensure the proper realization of the school’s educational tasks.

In today’s rapidly evolving digital world, technologies remain essential to modern challenges. However, in Nigeria, these technologies have not gained the prominence they deserve, especially at the primary school level. This study examined the effectiveness of Roducate in Primary School Pupils’ English Language Outcomes in Ondo State, Nigeria. Three research questions were answered and two hypotheses were tested. A quasi-experimental and descriptive survey research design were adopted for the study. The population consisted of all primary school pupils and their teachers. Through purposive sampling, 45 pupils and 30 primary school teachers were selected. Pupils with access to mobile devices were placed in the experimental group and those without access on the control group. The research instruments were the Teachers’ Roducate Knowledge Questionnaire (TRKQ), r = 0.76, Level of Digital Competence Questionnaire (LDCQ), r = 0.79, and the Primary School Common Entrance Past Questions. Findings revealed that Roducate has a significant effect on pupils’ achievement in English language. Similarly, primary school teachers do not know about Roducate learning app. On the basis of these findings, the study recommends that there should be comprehensive teacher training programs focusing on building digital competence for primary school teachers.

The problem of the Kenyan pre- primary school pupils can be seen or heard in various media outlets. Schools in urban areas seem favored compared to those in rural areas. Urban areas attract better social amenities and therefore better employees making them receive better quality teachers. The support for pre-primary schools, by the government is very little. In most urban areas parents have higher incomes, can afford books and children are cultured speaking other languages unlike the rural areas where the children first learn their mother tongue. The schools in rural areas teach other languages like English and Kiswahili as a second language. The learning as a second language compounded with lack of adequate resources and ill- trained teachers make it more difficult for pre- primary school going children to learn language competencies. DOI: 10.5901/mjss.2014.v5n5p153

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.

Transversal skills are considered a key component in the development of the younger generation, which is confirmed by the provisions of international documents and national educational reforms in Ukraine. The need to form transversal skills in Ukrainian primary school pupils has become particularly relevant in the context of Ukraine’s integration into the European educational space. The aim of the study was to determine the criteria for assessing transversal skills of primary school pupils on the example of the Municipal Institution – Centre for Out-of-School Work of the Putyvl City Council and Konotop Lyceum No. 7 named after Hryhorii Hulianytskyi of the Konotop City Council of Sumy Region, and to analyse the results of monitoring the formation. The study applied a comprehensive methodological approach combining analysis of scientific sources, empirical study of the formation of transversal skills in primary school pupils and expert assessment of the level of these skills in pupils by teachers. Based on the analysis of scientific literature, the essence of the concept of “transversal skills” in the context of developing key competences of primary school pupils was clarified, and the importance of out-of-school education for forming these skills and the ability of primary school pupils to apply knowledge in practical situations was substantiated. On the basis of the results of the expert evaluation method conducted among primary school teachers and educators, the following five main criteria for assessing transversal skills of primary education pupils were determined: creativity, social and emotional development, communicative competence, critical thinking and application of knowledge in real-life situations. Examples of pedagogical practices that contribute to the formation of these skills were presented, as well as the conditions under which these practices are most effective for the development of primary school pupils were outlined. The study emphasised the importance of out-of-school education as a space for developing the competent personality of the primary school pupil. The practical significance of the study lies in the possibility of using the results by teachers of out-of-school educational institutions and primary school teachers for the further development of transversal skills of primary school pupils in out-of-school educational institutions.

Objective: To assess the prevalence of high blood pressure among primary school children and to explore the role of body weight, age and gender to the occurrence of high blood pressure. Design and method: A cross-sectional study was performed on 1745 school children (811 boys and 934 girls) aged 7–14 years (first to eight grade), who attended 8 primary schools in Belgrade. Children's blood pressure (BP) was measured in the morning, in the school setting, using mercury sphygmomanometer. Body mass index (BMI) was calculated from child's weight and height. High blood pressure was defined as systolic and/or diastolic blood pressure equal or exceeding 95th percentiles of values. Results: The proportion of high blood pressure among primary school pupils was 4.0% (70 pupils), i.e. 4.56% among boys (37 boys) and 3.53% among girls (33 girls). It ranged from 2.8% among second-grade pupils to 6.6% among eighth-grade pupils. The proportion of high blood pressure did not differ significantly between grades or between boys and girls. Most children (1199 pupils, 68.7%) had normal weight, 53 pupils (3.0%) were underweight, 325 pupils (18.6%) were at risk of being overweight, and 168 pupils (9.6%) were overweight. The proportion of overweight did not differ significantly between grades. Girls were more likely with normal weight or underweight than boys; boys were more likely overweight than girls. Logistic regression model indicated overweight as the most significant risk factor for the occurrence of high blood pressure among children (Odds Ratio = 6.469, 95% Confidence Interval = 3.836–10.910). Among children older than 11 years, the presence of puberty (menarche, pubic hairs) was significantly related to the occurrence of high blood pressure (OR = 2.970, 95% CI = 1.244–7.091). Conclusions: The presence of high blood pressure among primary school pupils may be related to age, gender, body weight and the occurrence of puberty. Regular blood pressure measurements are recommended at primary schools.