In the spring of 2020, schools across the globe closed their doors to decrease the spread of the viral outbreak during the COVID -19 pandemic. This physical closure led to a rapid shift to remote learning which placed more responsibility for learning on parents and guardians. As one of the major stakeholders in the education process, experiences of parents with their children during remote learning are worth examining to inform future policy decision making. This study aimed to investigate parents’ experiences and struggles during school closure using an online survey. Thematic coding was conducted to analyze parental responses regarding their greatest educational struggle experienced during the COVID school closure. The results indicate parents agreed with the school closure policy and were generally satisfied with the level of support provided by school districts whilst describing some areas of struggle. Parents described having difficulties with balancing responsibilities, learner motivation, accessibility, and learning outcomes. The results of the study suggest some important implications and recommendations for educators and policymakers.
We study school choice and learning outcomes in Bauchi and Kaduna, two Northern Nigerian states with high out-of-school rates. Surveys reveal that most children are enrolled in some form of education, including unrecognized Quranic and Islamic schools, and banned homeschooling. Learning outcomes reveal below average performance across all sectors. However, privately managed schools have a slight edge over publicly managed schools in numeracy and literacy, but not in Hausa and socio-emotional tests after controlling for their background. Privately managed schools are associated with increased parental satisfaction, and greater parental preference. We recommend the government to officially recognize non-formal education providers.
Adaptive physical education is a type of physical education geared toward children with special needs, such as intellectual disabilities. Of course, there must be an assessment in learning to see if the results taught from the cognitive, affective, and psychomotor perspectives were achieved. The goal of this research was to learn more about how physical education learning outcomes were assessed in schools for students with intellectual disabilities in Semarang. The research method used was descriptive. This method aims to describe the events and circumstances that occurred. The research approach used was qualitative. Data were gathered through observation, interviews, and documentation. The informant for this study was a Semarang-based special school teacher (SLB) who teaches physical education classes. The findings revealed that teachers had difficulty making assessments for mentally retarded students even though the assessment was still conducted as it should. It was determined that the teacher conducted a cognitive, affective, and psychomotor assessment of physical education learning and modified the assessment indicators to find appropriate standards. Meanwhile, the assessment was carried out based on the students' abilities.
Andry Akhiruyanto, Taufiq Hidayah, Dewangga Yudhistira et al.
Background Parents and carers have a major influence on children's learning and development from birth, through the school years, and into adulthood. Parental contributions to education include providing a secure environment in which to learn, providing intellectual stimulation, transmitting social norms and values, shaping the child's resilience through fostering literacy and problem‐solving, and encouraging personal and social aspiration. Increasingly, providers of formalised education are recognising the primary role of parents, carers, and the wider family, as well as peers and the environment, in shaping children's education, health, and life experiences. Objectives To assess the effectiveness of the Families and Schools Together (FAST) programme in improving outcomes among children and their families. Search methods Between October 2018 and December 2018, we searched CENTRAL, MEDLINE, Embase, PsycINFO, 11 additional databases, and three trial registers. We handsearched the reference lists of included studies and relevant reports and reviews, contacted the programme developer and independent researchers, and searched relevant websites to identify other eligible studies. Selection criteria We included randomised controlled trials (RCTs) and quasi‐RCTs examining the effects of FAST, relative to waiting list, usual or alternative services, or no intervention, on outcomes for children (aged from birth to completion of compulsory education) and their families. Data collection and analysis At least two review authors independently evaluated the records retrieved from the search for relevance. One review author (JV) extracted data from eligible studies with a second independent review author (AF, DK, or SL). Review authors consulted with one another to resolve disagreements. We used a fixed‐effect model for meta‐analysis. We presented results as standardised mean differences (SMDs) because all outcomes were continuously scaled, and we accompanied these with 95% confidence intervals (CIs). We used the GRADE approach to assess the certainty of evidence for each outcome. Main results We identified 10 completed RCTs, most of which were relatively recent (2007 or later) and were conducted with at least some involvement from the intervention developer or the FAST organisation. Nine of the 10 trials were from the USA; the other was from the UK. Children were young (five to nine years old; mean age approximately six years), and therefore, whilst not so named in the reports, evaluations consisted of what is sometimes referred to as 'Kids FAST' and sometimes 'Elementary Level FAST'). Among the USA‐based studies, at least 62% of participants were members of a racial/ethnic minority group (most commonly, African American or Latino). FAST was usually delivered in schools after the school day. Trials lasted about eight weeks and usually examined the effects of FAST relative to no additional intervention. Most studies were funded by agencies in the US federal government. We judged the certainty of evidence in the included studies to be moderate or low for the main review outcomes. Failure to include all families in outcome analyses (attrition) and possible bias in recruitment of families into the trials were the main limitations in the evidence. We included over 9000 children and their families in at least one meta‐analysis. The follow results relate to meta‐analyses of data at long‐term follow‐up. Primary outcomes Four studies (approximately 6276 children) assessed child school performance at long‐term follow‐up. The effect size was very small, and the CI did not include effects that, if real, suggest possibly important positive or negative effects if viewed from an individual perspective (SMD ‐0.02, 95% CI ‐0.11 to 0.08). We assessed the certainty of evidence for this outcome as moderate. No studies assessed child adverse events, parental substance use, or parental stress. Secondary outcomes Parent reports of child internalising behaviour (SMD ‐0.03, 95% CI ‐0.11 to 0.17; 4 RCTs, approximately 908 children; low‐certainty evidence) and family relationships (SMD 0.08, 95% CI ‐0.03 to 0.19; 4 RCTs, approximately 2569 children; moderate‐certainty evidence) also yielded CIs that did not include effects that, if real, suggest possibly important positive or negative effects. The CI for parent reports of child externalising behaviour, however, did include effects that, if real, were possibly large enough to be important (SMD ‐0.19, 95% CI ‐0.32 to ‐0.05; 4 RCTs, approximately 754 children; low‐certainty evidence). Authors' conclusions Given these results, it is hard to support the assertion that assignment to FAST is associated with important positive outcomes for children and their parents.
Jeffrey C. Valentine, Stephen M. Leach, Allison Fowler et al.
(1) Background: There has been significant recent interest in the potential role of social robots (SRs) in special education. Specific Learning Disorders (SpLDs) have a high prevalence in the student population, and early intervention with personalized special educational programs is crucial for optimal academic achievement. (2) Methods: We designed an intense special education intervention for children in the third and fourth years of elementary school with a diagnosis of a SpLD. Following confirmation of eligibility and informed consent, the participants were prospectively and randomly allocated to two groups: (a) the SR group, for which the intervention was delivered by the humanoid robot NAO with the assistance of a special education teacher and (b) the control group, for which the intervention was delivered by the special educator. All participants underwent pre- and post-intervention evaluation for outcome measures. (3) Results: 40 children (NAO = 19, control = 21, similar baseline characteristics) were included. Pre- and post-intervention evaluation showed comparable improvements in both groups in cognition skills (decoding, phonological awareness and reading comprehension), while between-group changes favored the NAO group only for some phonological awareness exercises. In total, no significant changes were found in any of the groups regarding the emotional/behavioral secondary outcomes. (4) Conclusion: NAO was efficient as a tutor for a human-supported intervention when compared to the gold-standard intervention for elementary school students with SpLDs.
Maria T. Papadopoulou, Elpida Karageorgiou, Petros Kechayas et al.
Neurocognitive functions play a fundamental role in children's learning and academic success. Among these functions, memorization-based on associative cognitive processes-is essential for knowledge acquisition. In Morocco, educational disparities between rural and urban environments and differences between public and private schools may influence cognitive development and learning outcomes among schoolchildren. This study aimed to analyze the memorization process among Moroccan school-aged children and to identify demographic and contextual factors associated with learning performance. A cross-sectional study was conducted among 441 children aged 8-15 years recruited from six public and private schools in the Marrakech-Safi region of Morocco between November 2022 and March 2023. Memorization and learning abilities were assessed using the adapted Moroccan version of the Rey-Taylor auditory-verbal learning test (AVLT). Key indicators included the total number of recalled words across 10 trials, the learning index, and retroactive interference. Associations between cognitive performance and contextual variables (age, gender, school type, and residence) were analyzed using Spearman correlation tests. The results show that the learning index is relatively higher among girls (M = 4.8, standard deviation [SD] = 2.70), children over 12 years old (M = 5.0, SD = 2.39), children from rural areas (M = 5.0, SD = 2.62), and those enrolled in the public sector (M = 5.0, SD = 2.59), compared with other categories. These variables were the least affected by retroactive interference except for the rural environment, which experienced an RI = 68.8, SD = 0.21. However, the data indicate a performance among private-sector and younger students in at least one learning assessment stage. The Spearman test showed a positive correlation between the learning index and the age variable (r = 0.095; p = 0.046), and between retroactive interference and the living environment (r = 0.105; p = 0.028) and the type of school (r = 0.126; p = 0.0008). Overall, improving memory and academic performance requires targeted pedagogy, extracurricular activities, equal school opportunities, and research on factors, such as motivation, social dynamics, and teaching methods. Similarly, longitudinal studies will help deepen the understanding of memory and guide educational policies.
Soukaina Loulidi, Youssef El Bahi, Ismail Chaaouf et al.
OBJECTIVES: Children's additional health and developmental needs are often first identified by teachers when they begin school. This study estimates the Grade 3 literacy and numeracy outcomes of children with teacher-identified additional needs emerging in the first year of school, including the added burden conferred by socioeconomic disadvantage. METHODS: Population linked data (n = 42,619) were analysed from the Australian Early Development Census, which include teacher reports on children's health and development at school entry, and the National Assessment Program-Literacy and Numeracy, a direct assessment of reading and numeracy skills at Grade 3. Linear regression analyses were used to estimate associations between emerging needs and learning outcomes, adjusted for sociodemographic characteristics. The combined effect of emerging needs and low maternal education (an indicator of socioeconomic disadvantage) on academic outcomes was examined by estimating the relative excess risk due to interaction (RERI). RESULTS: Emerging health and developmental needs at school entry were associated with lower reading (b = -26.86, 95% CI = -29.19, -24.52) and numeracy (b = -24.39, 95% CI = -26.43, -22.35) outcomes at Grade 3. The combined effect of emerging needs and socioeconomic disadvantage was greater than expected when their individual effects are summed (RERI = 0.38, 95% CI 0.22, 0.55 for reading and RERI = 0.27, 95% CI 0.10, 0.43 for numeracy). CONCLUSION: In the current study, emerging health and developmental needs identified by teachers at the outset of schooling were associated with poorer literacy and numeracy skills at Grade 3, and family socioeconomic disadvantage appeared to further amplify this effect. Meeting the needs of these children will require timely and coordinated supports across the health and education systems, particularly for those children who are also disadvantaged.
Meredith O’Connor, Shiau Yun Chong, Jon Quach et al.
Although School Feeding Programmes (SFP) is seen as an essential aspect of child growth and holistic development, evidence suggests that SFP’s alone cannot determine educational outcomes of school children. Studies have identified a strong relationship between home environment factors and school children’s learning outcomes. In Ghana, the School Feeding Programme targets children from poor and vulnerable households who attend Government public schools. Evidence on school feeding in Ghana tends to be limited to quasi-experimental and descriptive studies, which are usually not on a nationwide level. These studies do not examine the impact of feeding on learning outcomes while at the same time considering the effect the child, home and school environment factors have on learning outcomes. Evidence on the effects of SFP on school-age children and learning outcomes in Ghana is scarce and limited to small sample studies. There exists little evidence on the Ghana School Feeding Programme and educational outcomes tested through randomized control trials in Ghana. Likewise, there exists a wealth of evidence on the child, home and school characteristics and how they influence academic performance. Few studies that identified the impacts of GSFP on learning outcomes did not assess the effects of the child, home and school factors on learning outcomes Using a mixed methods approach, this study examines how school feeding and home environment factors influence learning outcomes of public school children in Ghana. Quantitative data for the study was obtained from a randomized controlled evaluation conducted during the period 2012-2016 by ISSER and other institutions (ISSER/NMIMR/PCD datasets). The study uses a child, household, school level and caterer level data for school children between the ages of 3-20 years in Ghana. Qualitative data was collected from key actors of the programme to help draw inferences and understand the underlying effects the programme has on learning outcomes specifically attendance, absenteeism, mathematics test, English Literacy test, Cognitive ability tests. Simple descriptive statistics and the difference-in-difference with covariates model was adopted to determine the association between school feeding, home environment factors and then learning outcomes. The qualitative study identified that coordination among programme actors is weak. This has a direct linkage to the provision of resources required to promote learning. Apart from the Desk Officers who are the main implementers of the programme, the allied officers of the programme, had little knowledge of the processes involved in the programme implementation, and the programme activities. There also existed confusion on the roles of specific officers on the programme, which bred mistrust among implementing officers. Other challenges outlined include delays in payments, poor quality food, limited monitoring visits which were specific to schools located around the district capitals and political interference in the implementation procedure of the programme. The findings also suggest that improving school resources does improve learning outcomes. As such, the coordinating actors must work at improving the relationships and work together to be able to improve school resources. When controlled for the child, home and school effects, Ghana’s school feeding programme reveals some impacts for key educational outcomes such as absenteeism, reduces grade repetition and improves Mathematics test scores. Findings from the study confirm Bronfenbrenner’s ecological systems theory, which indicates that the environment a child lives and operates in has an effect on their outcomes. A child's innate abilities can influence the likelihood of a child performing well in school or not. The poor home environment conditions of the children from poor and vulnerable households do not encourage a child to perform well academically. Poor home environment conditions tend to influence the learning outcomes in a negative way, whiles the school environment factors to some extent improve learning outcomes. The findings suggest that home environment factors explain to some extent the learning outcomes of children from poor and vulnerable households on the feeding programme. Parents irrespective of their socio-economic status should be encouraged to take active roles in the education of their children. They play a role in determining the learning outcomes of their school children and must be helped to improve these outcomes
Abstract: Present study aimed to find out the IVth class students’ learning experience and achievement levels after they visited a Zoology museum. The students were guided to observe museum exhibits with explanation. Every student submitted a museum visit report and attended a posttest after a week time. Their reports and posttest marks were analyzed and results were discussed. It is observed that the children were much enthusiastic on seeing varieties of animals in one place, posed many questions and actively involved in touching and holding the specimens (birds, starfish, etc.). Further, achievement test score of girls ranged from 3 to 9 with the average value of 6.73 and that of boys from 6 to 10 with average of 8.25, but their averages were not significantly different (t = 0.047).The kinesthetic learning experiences were found associated with developing many skills and motivating them to participate actively in various learning processes and accomplish better learning outcomes. They understood the concepts of adaptation, structure and function relation. Though they expressed concern and kindness towards animals, they could not comprehend ‘biodiversity’. In addition, museum visit can help in popularizing science and bridging the school and community. Therefore, it is strongly recommended that museum visit may be considered as an essential part of beyond school activity for hands-on and minds-on learning. Keywords: Kinesthetic learning, active participation, science popularization, animal museum visit. Title: HANDS-ON AND MINDS-ON LEARNING OF SCHOOL CHILDREN IN ZOOLOGY MUSEUM Author: Dr. G. NAGARAJ, Mrs. AISHA SULTANA, Dr. A. SUKUMAR International Journal of Recent Research in Life Sciences (IJRRLS) ISSN 2349-7823 Vol. 9, Issue 2, April 2022 - June 2022 Page No: 28-34 Paper Publications Website: www.paperpublications.org Published date: 03-May-2022 DOI: https://doi.org/10.5281/zenodo.6514827 Paper download link (Source): https://www.paperpublications.org/upload/book/HANDS-ON%20AND%20MINDS-03052022-4.pdf
Geetanjali Nagaraj, Mrs. AISHA SULTANA, A. SUKUMAR
Children in the United States continue to experience rising rates of overweight and obesity. Children with learning disabilities are twice as likely to have obesity than typically developing peers, partly due to difficulties with motor skills and behavior regulation. The purpose of this study was to examine and compare differences in health outcomes and physical activity (PA) during summer versus school months in children with dyslexia, using a within- subject study design. At three timepoints (May, August, December 2025), children’s height, weight, and fitness were measured via a portable stadiometer, dual-frequency foot-to-foot bioelectric impedance device, and Progressive Aerobic Cardiovascular Endurance Run (PACER). For 14 consecutive days during summer (June 2025) and school (October 2025) months, participants wore an ActiGraph activity monitor on their non-dominant wrist to capture light, moderate, and vigorous PA. Paired sample t-tests compared differences in cardiorespiratory fitness (CRF), z-score body mass index (zBMI), body fat percentage (%BF), and PA levels during summer versus school months. Children (n=18) were 67% 10-14 years old; 55% male; 17% classified as overweight or obese; all were diagnosed with dyslexia. Children experienced a significant loss in fitness over the summer, with a decrease of -11 PACER laps (95% confidence interval, CI: -17 laps to -6 laps). During school months, children gained +4 PACER laps (95% CI: -0.2, +7). Overall, there was a significant difference of -15 PACER laps (95% CI: -22 laps to -8 laps) between summer and school months. No significant differences were observed in zBMI, %BF, or PA levels. These findings provide preliminary evidence that summer may negatively impact fitness levels in children with dyslexia. Future studies should further examine PA behaviors of children with dyslexia during out-of-school periods and explore targeted summer interventions that address the specific needs of this population to promote sustained improvements in CRF.
