Elementary school children are at a crucial stage of development in cognitive, emotional, social, and moral aspects. Therefore, learning strategies should not only focus on academic achievement but also take into account students' developmental characteristics. Educational psychology plays a significant role in helping educators understand how children learn and the factors influencing learning success. This study aims to examine educational psychology-based learning strategies to support elementary school students. The method used is a literature review analyzing recent scientific journals and books. The results indicate that strategies such as active learning, play-based learning, contextual learning, and individualized approaches can enhance motivation, engagement, and learning outcomes. Thus, integrating educational psychology into teaching is essential for creating effective and meaningful learning experiences.
Leni Febriani, Rahmi Sri Rahayu, Livia Arista et al.
Background: Children who face difficulties in gross motor skill development may withdraw from physical activities, experience low self-esteem, and suffer from social anxiety. Physical education plays a vital role in fostering gross motor development, especially when delivered through enjoyable and engaging activities such as fun games. Objectives: This study aimed to investigate the impact of fun game–based learning on the development of gross motor skills in early primary school children. Methods: The study employed a quasi-experimental design with a non-equivalent control group. A total of 36 second-grade students from SDIT Mutiara Hati in Malang participated in this study. Participants were assigned to one of three groups: a control group, a group-based fun games intervention, and an individual-based fun games intervention. The interventions were implemented three times a week for 30 minutes over a period of seven weeks. Gross motor skills were measured before and after the intervention using the Test of Gross Motor Development–Third Edition (TGMD-3), a reliable and validated instrument. Data were analyzed using homogeneity and normality tests, paired-sample t-tests, one-way ANOVA, and Tukey's HSD post hoc tests, with a significance level set at p < 0.05 (SPSS version 25). Results: Both the individual and group fun game–based learning interventions produced significant improvements in gross motor skills compared with the control group (p < 0.05). Moreover, a significant difference was found between the two intervention types, indicating that the mode of fun game delivery influences outcomes (p < 0.05). Conclusions: Fun game–based learning, whether delivered individually or in groups, effectively enhances gross motor skills among early primary school children. Additionally, individual fun game–based learning demonstrated a significantly greater improvement compared to group-based learning.
Ahmad Muttaqin Darussalam, Sugiharto Sugiharto, Sapto Adi
A math teacher uses a remedial education intervention to help one student with a counting dyscalculia problem. Dyscalculia is a catchy term for a variety of problems with math that affect learning and performance. The author of this study created this new theory-driven intervention with the aim of identifying primary school teachers using reconnect learning to help students with the potential to experience dyscalculia learn to count and in this case the ability to count to 10 which will be seen to achieve the learning goal. which is desired. the author used a qualitative approach to identify elementary school teachers using reconnective learning to help students with the potential to experience dyscalculia learn to count. Interviews, class observations, and introspective diaries all contributed to the data set. The author conducted the research, which was conducted at a public elementary school in Gresik, East Java, Indonesia, conducted in Grade 1 with a total of 20 students. After initial screening using the Indonesian Dyscalculia instrument. Students with dyscalculia have learning problems in mathematics that are characterized by underlying difficulties with numerical representation and processing. They can have problems with basic arithmetic such as counting and recognizing numbers. Helping students with Dyscalculia succeed in mathematics through early treatment is a promising area of research. A shortage of instructional scaffolding that helps Dyscalculia students organize their learning process while also addressing cognitive deficiencies and arithmetic competency gaps remains. Pseudonym Mrs. Sinta (elementary school math teacher) and Riki (a student potentially at risk of Dyscalculia) are involved in the current investigation. The results showed that the recommended interventions helped students become more proficient in calculations. Since most of the literature on remedial interventions for students with disabilities key significance to education is the focus of this research, an approach that shifts the emphasis from instructional tactics (devices, tools, interactions) to students' cognitive skills, an intervention that shows promise for helping students who are at risk of falling behind. in cognitive numbers. This study provides a solution to the posed question by showing how primary school teacher might use Reconnecting Learning to aid kids at risk for dyscalculia in their pursuit of numeric literacy. Mrs. Sinta (a pseudonym) is an elementary school teacher who employs the Reconnecting Learning paradigm in her own education. Success in learning to count to ten was shown to be one of Reconnecting Learning's intended outcomes.
We evaluated environmental values of primary school children during a one-day program at a wildlife park and compared the outcomes concerning two different forms of instruction (teacher-centered, student-centered) as well as two different surroundings of learning settings (wildlife park, school) while observing state emotions. A total of 441 primary school children (average age 8.87 ± 0.56 years) learned about the importance of preserving the habitat of the European wildcat. A questionnaire based on an established model was administered. Students' preservation values changed significantly at the wildlife park as well as at school with no significant differences between forms of instruction and state emotions overall.
Traditional learning in the chemistry course has often been seen as a boring course among students due to the use of static, non-dynamic, and interactive learning materials. The implementation of digital media in education has provided multiple advantages, the implementation of technologies such as augmented reality promotes effective learning because it makes it possible for students to interact with virtual elements in our real environment. The present research was delimited in the development of an application with augmented reality for the learning of chemical elements in 5th grade of elementary school students, to provide a support tool for both teachers and students, to help achieve a better understanding of the chemical elements. For the development of the augmented reality application called "Atomik-3D", the Mobile-D methodology was used, which is focused on the development of mobile applications; once the application was developed, functional tests were carried out to analyze surface recognition characteristics and ease of use, to analyze the performance a total of 20 tests were carried out giving us positive results. Through the analysis of the results, it was possible to identify that, for the recognition of flat surfaces, the mobile application has a good performance on illuminated surfaces with more than 30 lux. Likewise, the Marker technology used in this project has a very efficient recognition time of a flat area, being mostly no more than 1.5 seconds. Finally, 85% of the participants surveyed agreed that the application developed was easy and very easy to use.
Universidad Autónoma del Perú, Lima, Perú, Eder Campos-Pajuelo, Leonardo Vargas-Hernandez et al.
Purpose To evaluate the effectiveness of school-based physiotherapy interventions for improving students’ participation in school settings.Method A systematic review was reported using PRISMA guidelines. Four databases were searched for studies investigating physiotherapy outcomes of school-based physiotherapy interventions in children. Studies were categorised by intervention type and evaluated based on evidence level and conduct.Results Fifteen intervention types (23 studies) met criteria. Strong positive evidence supported treadmill training without bodyweight support (n = 1), and upper limb interventions (n = 2). Moderate positive evidence supported robotic-assisted gait training (n = 1), Gross Motor Activity Training with Multimodal Education-Based Therapy (GMAT + MET) (n = 2), neurodevelopmental treatment (n = 2), and rock climbing (n = 1). Weak positive evidence supported environmental modifications (n = 1), Ergonomic Health Literacy (n = 3), GMAT (n = 1), GMAT with progressive resistance exercise (GMAT-PRE) (n = 1), hippotherapy (n = 1), MET alone (n = 7), overground gait training (n = 2), treadmill training with partial body-weight support (n = 1), and non-immersive virtual reality (n = 3).Conclusion There is preliminary supporting evidence for a variety of school-based physiotherapy interventions which is consistent with evidence for interventions with established efficacy in other contexts. The evidence for interventions in school contexts alone is insufficient to guide current practice. Future research should specifically evaluate the effectiveness of physiotherapy approaches in school settings.
Kate E. Alexander, Georgina Leigh Clutterbuck, Leanne M. Johnston
This study explored the interrelationship between Learning Style (LS) and AcademicAchievement (AA) of students (11-15 years old) enrolled in schools following the SamacheerKalvi syllabus (Unified Education Board of the state of Tamil Nadu) among a total of 3026 schoolgoing children from the four zones of Coimbatore in the state of Tamil Nadu during November2021 to March 2022. A cross-sectional research design was used. Misra’s Learning Style Inventory(LSI) was administered to define the Learning Style of the children. AA was analysed using theiryearly report card for five major exams. Subject–wise average marks scored (Tamil, English,Mathematics, Science, and Social Science) were computed and graded. Children’s learning stylewas found to be significantly associated with all the subjects except the second language (Tamil).The enactive reproducing style had a positive impact on their academic achievement in English,Mathematics, and Science. Verbal constructive style affected their academic achievementnegatively. Figural constructive and figural reproducing learning styles were found to have apositive impact on Mathematics, Science, and Social Science.
Student learning outcomes are influenced by the PBL approach assisted by Nearpod media. This research methodology is quantitative with an experimental strategy. This study used a nonequivalent control group design pattern in a quasi-experimental research approach. Researchers chose this design in order to use Nearpod media to implement PBL principles. There are two groups, namely the control group that uses the learning model and classroom media as a comparison, and the experimental group that uses Nearpod media as a complement to the PBL paradigm. 50 fifth-grade children from Citrodiwangsan 2 Lumajang Elementary School made up the study's population. They were divided into two classes. There are 25 pupils in class 5A and 25 students in class 5B. Probability sampling combined with random sampling was the method used for sampling in this investigation. The three phases of the research process were the planning phase, the research implementation phase, and the research completion phase. Tests, observations, documentation, and interviews were the approaches used to acquire data for this study. Using the SPSS Version 26 software, the data analysis methods employed in this study included t-tests, homogeneity tests, and normality tests. The Kolmogorov-Smirnov test was used to perform the normalcy test. To ascertain the extent to which the PBL paradigm, aided by Nearpod media, impacted the Civics learning outcomes of grade V students at SD Citrodiwangsan 2 Lumajang, the Shomogeneity test using Leven's statistics, and the t-test employed the independent sample t-test.
Background: South Africa’s primary school education system receives significant funding annually from public and private sources. Despite this, learners still grossly underperform. This means that learning interventions aimed at improving learning outcomes have been relatively unimpactful in primary schools. As such, it is crucial that we investigate why academic interventions have been relatively unable to turn the tide on poor academic performance. Aim: Although there are many reasons that limit the successful realisation of academic interventions in primary schools, this article argues that the problem is partly because of violence and trauma that result from the polyvictimisation of children. Children are exposed to and deal with historical, epistemic and interpersonal violence, making it difficult to learn. Setting: The article focusses on teaching and learning experiences in South African public primary schools. Methods: This critical analysis uses various sources, including programme evaluations and academic literature, to demonstrate how centring the psychosocial well-being of children in teaching and learning interventions is foundational to their efficacy and ultimate success. Results: By centring the learners’ psychological position, academic interventions would be more efficient in realising their objectives. It may also curtail financial wastage. Conclusion: The psychosocial well-being of learners cannot be disregarded in learning interventions. Children who are traumatised are not capable of reaching their full academic potential. Contribution: This article contributes to the debates that advocate for the psychosocial support of primary school learners in South Africa as a conduit for improving learner outcomes.
Previous research in children has shown that higher cardiovascular fitness is related to better executive functioning. However, the available literature is hampered by methodological limitations. The present study investigates the relationship between cardiovascular fitness and executive functioning in a large sample of healthy children (N = 814). Cardiovascular fitness was assessed with estimated VO2Max from 20 m Shuttle Run Test performance. Executive functioning was assessed using a set of computerized neurocognitive tasks aimed at executive functions (working memory, motor inhibition, interference control) and lower-level neurocognitive functions (information processing and attention). Dependent measures derived from the neurocognitive tests were subjected to principal component analysis. Mixed model analyses tested the relation between cardiovascular fitness and neurocognitive functioning components. Results showed that children with higher cardiovascular fitness performed better on the neurocognitive function components Information Processing and Control, Visuospatial Working Memory and Attention Efficiency. The following measures contained in these components contributed to the observed relations: information processing measures, visuospatial working memory, and speed of alerting attention. No relationship was found between cardiovascular fitness and the other components: Verbal Working Memory, Attention Accuracy, and Interference Control. The present study suggests that there is a relationship between cardiovascular fitness and a specific set of executive functions and lower level neurocognitive functions. These findings highlight the importance of cardiovascular fitness for the overall health of school-aged children.
Anna Meijer, Marsh Königs, Anne G. M. de Bruijn et al.
