INTERPERSONAL RELATIONSHIP BETWEEN HOMEROOM TEACHERS AND PRIMARY SCHOOL STUDENTS WITH REGARD TO ACADEMIC PERFORMANCE, FORM OF EDUCATION, AND ASSESSMENT FOR ADDITIONAL ASSISTANCE

2021 ◽  
Author(s):  
Nataša Vlah ◽  
Leona Posavec ◽  
Lucija Jančec
Keyword(s):  
Academic Performance ◽  
Primary School ◽  
Interpersonal Relationship ◽  
Primary School Students ◽  
School Students ◽  
Homeroom Teachers

scholarly journals Physical Activity With Eduball Stimulates Graphomotor Skills in Primary School Students

2021 ◽  
Vol 12 ◽  
Author(s):  
Sara Wawrzyniak ◽  
Ireneusz Cichy ◽  
Ana Rita Matias ◽  
Damian Pawlik ◽  
Agnieszka Kruszwicka ◽  
...  
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Primary School ◽  
Writing Skills ◽  
Control Group ◽  
Primary School Students ◽  
School Students ◽  
Schooling Process ◽  
Experimental Group ◽  
Development Of Students

Despite the general agreement that the interdisciplinary model of physical education (PE), based on the incorporation of core academic subjects into the PE curriculum, stimulates the holistic development of students, there is still a lack of methods for its implementation. Therefore, Eduball was created, i.e., a method that uses educational balls with printed letters, numbers, and other signs. Numerous studies have shown that children participating in activities with Eduballs can develop their physical fitness while simultaneously improving their academic performance, particularly in math and language, including some writing skills. However, little is known about the effects of Eduball on children’s graphomotor skills, which are key for the academic performance of students throughout the entire schooling process. Here, we investigate whether 6-month participation in PE with Eduball stimulates graphomotor skills in primary school students, such as drawing prehandwriting letter patterns on unlined or lined paper and rewriting text on unlined or lined paper. Our results show that the Eduball class (N= 28) significantly improved these skills compared to the control class (N= 26) participating in traditional PE. For example, students from the experimental group wrote with a lower pen pressure and better stability of the line, in contrast to those from the control group. Therefore, this study demonstrates that the Eduball method successfully supports teachers in developing graphomotor skills in children. More broadly, our findings make clear once again that there is the need to integrate physical and cognitive development in education, which can be achieved by using an interdisciplinary model of PE.

scholarly journals Emotional Competencies in Primary Education as an Essential Factor for Learning and Well-Being

2021 ◽  
Vol 13 (15) ◽  
pp. 8591
Author(s):  
Èlia López-Cassà ◽  
Felicidad Barreiro Fernández ◽  
Salvador Oriola Requena ◽  
Josep Gustems Carnicer
Keyword(s):  
Academic Performance ◽  
Primary School ◽  
Primary Education ◽  
Well Being ◽  
Primary School Students ◽  
School Students ◽  
Emotional Competencies ◽  
Grade Point ◽  
Ex Post ◽  
Emotional Education

Numerous contributions corroborate the need to include emotional education and the development of emotional competencies at school to improve students’ school learning and well-being. The present study aims to learn more about the development of emotional competencies in primary school students, taking into account gender differences across different cycles and analyzing the potential link with students’ overall academic performance. Participants were 2389 primary school students (51.2% boys and 48.8% girls), aged from 6 to 12, from 21 public and semi-private schools in Spain. The study is a non-experimental quantitative study, using an ex-post-facto descriptive method. The Emotional Development Questionnaire (CDE 9-13), the Emotional Competencies Observation Scale, and the overall grade point average were applied to the sample. The results show significant differences in favor of girls in the development of most emotional competencies in all three educational cycles. Differences were also observed in academic performance by gender in the primary school cycle, with girls achieving higher grades. At the same time, positive correlations were found between academic performance and emotional competencies. The results confirm the importance of including emotional education in primary education.

scholarly journals Analysis of the Quality of Diet and Academic Performance in Rural Primary School Students

2021 ◽  
Vol 8 (1) ◽  
pp. 14-21
Author(s):  
Pedro Carrillo-López ◽  
Andrés Guillamón ◽  
Eliseo Cantó ◽  
José Moral García ◽  
Juan Pérez Soto
Keyword(s):  
Academic Performance ◽  
Primary School ◽  
Primary School Students ◽  
School Students

scholarly journals COMPRENSIÓN LECTORA Y ORAL: RELACIONES CON CI, GÉNERO Y RENDIMIENTO ACADÉMICO DE ESTUDIANTES DE EDUCACIÓN PRIMARIA READING AND ORAL COMPREHENSION: RELATIONS WITH IQ, GENDER AND ACADEMIC PERFORMANCE OF PRIMARY SCHOOL STUDENTS

2016 ◽  
Vol 1 (1) ◽  
pp. 307
Author(s):  
Juan Vicente Blázquez Garcés
Keyword(s):  
Academic Performance ◽  
Reading Comprehension ◽  
Primary School ◽  
State School ◽  
Primary School Students ◽  
School Students ◽  
Educación Primaria ◽  
The Relationship ◽  
Main Language

ABSTRACTThe aim of this study was to investigate the relationship between reading and oral comprehension of primary school students, considering their IQ, their gender, and their academic performance. The students were enrolled in a state school located in the Valencian community where there are different linguistics programs, known as PIP and PIL. The Raven Test and the reading and oral comprehension Prolec-R tasks were provided. The academic performance of the students was also tested in the last term regarding the areas of Mathematics, Spanish and Science. The results showed statistically significant differences between the performance of reading and oral comprehension considering the IQ, and discarding differences between gender, age and the main language of the classroom. The different correlations between these variables and academic performance are also explained. These results reaffirm the relationship between IQ, reading and oral comprehension, and show other relationships to be considered in future studies.Keywords: Academic performance, gender, IQ, oral comprehension, reading comprehension. RESUMENEl objetivo de este estudio fue investigar las relaciones entre la comprensión de textos y la comprensión oral de alumnos de 2º y 3º ciclo de Educación Primaria según su coeficiente intelectual, su género, y su rendimiento académico. Los alumnos estaban escolarizados en un colegio público de la provincia de Valencia donde hay diferentes programas lingüísticos, conocidos como líneas PIP y PIL. Se suministraron el test de matrices progresivas de Raven y la prueba de comprensión de textos y comprensión oral del Prolec-R. Igualmente se analizó el rendimiento académico de los alumnos en el último trimestre en las áreas de Matemáticas, Lengua Castellana y Ciencias. Los resultados mostraron diferencias estadísticamente significativas entre el rendimiento de comprensión lectora y oral según el CI, descartando diferencias entre el género, la edad y la línea lingüística del aula. Se explican también las diferentes correlaciones entre estas variables y el rendimiento académico. Estos resultados reafirman la relación entre el CI y la comprensión lectora y oral, y muestran otras relaciones a tener en cuenta en futuros estudios.Palabras clave: CI, Comprensión lectora, comprensión oral, género, rendimiento académico.

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