الخصائص السیکومتریة لمقیاس الذکاء الشخصى لدى تلامیذ التعلیم الابتدائى Psychometric Properties of the personal intelligence standard of primary school students

2020 ◽  
Vol 26 (1) ◽  
pp. 299-325
Author(s):  
رجاء عبدة محمد ◽  
محمد عبد الغفار العمیرى ◽  
محمد السید عبد المعطى
Keyword(s):  
Primary School ◽  
Psychometric Properties ◽  
Primary School Students ◽  
School Students ◽  
Personal Intelligence

scholarly journals Preparation of an observation card to measure the developmental learning difficulties among primary school students in Sana’a City, Yemen

2021 ◽  
Vol 41 (2) ◽  
pp. 1-15
Author(s):  
Abdo Hasan AL-Qadri ◽  
Wei Zhao
Keyword(s):  
Primary School ◽  
Psychometric Properties ◽  
Learning Difficulties ◽  
Primary School Students ◽  
School Students ◽  
Developmental Learning ◽  
Successful Intervention ◽  
Level Of Difficulty ◽  
Essential Resource

Developmental learning difficulties are among the prevalent exceptionalities school learners have today. In this regard, identification and placement are among the facilitators of later successful intervention for these groups of learners (West-Olatunji, Shure, Pringle, Adams, Lewis & Cholewa, 2010). However, there are not enough resources such as tools to measure the learners’ difficulties (Alim, Abdallah, Ramaroson, Sidikou & Van de Wiel, 2007) available. The tools, which objectively help a professional to identify a learner’s level of difficulty is an essential resource, however, they are scarce. With this study we aimed to develop an observation card to determine the prevalence of developmental learning difficulties among primary school students in Sana’a City, Yemen. A 24-item tool was used and analysed to test its psychometric properties. A total of 238 students with ages ranging from 6 to 13 years participated in the study. The findings of the study suggest the final formulation of the items to be included in the observation card that can measure the prevalence of this exceptionality through the use of observation scores. The observed raw score had been standardised by its deviation from the sample’s mean. Further, the findings reveal that there were statistically significant differences in the respondents’ level of difficulties in terms of their gender and grade. Recommendations of the study are presented in this article.

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

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