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La educación secundaria desempeña un importante papel en la alfabetización científica y, en ella, las creencias en pseudociencias tienen una gran relevancia. Por esta razón, los objetivos de este estudio se centraron en la evaluación del nivel de adhesión a las creencias en pseudociencias de los estudiantes de secundaria y en el análisis de la influencia del género, nivel académico y emociones generadas en el aula de ciencias sobre dichas creencias. Participaron 125 estudiantes de tres cursos diferentes de educación secundaria (3º y 4º de ESO, y 1º de Bachillerato, esto es, 9º, 10º y 11º grado). A todos ellos se les administraron dos cuestionarios, uno para evaluar las creencias pseudocientíficas y el otro para determinar las emociones, positivas y negativas, que se experimentan en las clases de ciencias. A partir de los resultados obtenidos mediante un análisis de las correlaciones entre variables y un análisis de regresión, se puede concluir que: a) el nivel de creencias en pseudociencias de los estudiantes es medio-bajo y comparable al de otros países; b) solo las emociones negativas y el nivel académico de los estudiantes influyen de forma significativa en las creencias en pseudociencias, y ambas tienen una contribución similar a la variabilidad de estas creencias., Secondary education plays an important role in scientific literacy and, in it, beliefs in pseudoscience have a great relevance. For this reason, the objectives of this study focused on the evaluation of the level of adherence to pseudoscience beliefs of secondary school students, and on the analysis of the influence of gender, grade level and emotions generated in the science classroom on these beliefs. A total of 125 students from three different grades of Spanish secondary education (9th, 10th and 11th grade, between 14 and 17 years old) participated. Two questionnaires, one to evaluate pseudoscientific beliefs, and the other to determine the positive and negative emotions experienced in the science classroom, were administered to participants. From the results obtained through an analysis of the correlations between variables and a regression analysis, it can be concluded that: a) the level of pseudoscience beliefs of students is medium-low and comparable to that of other countries; b) only negative emotions and grade level of students have a significant influence on pseudoscience beliefs, and both have a similar contribution to the variability of these beliefs

As a descriptive survey research, this study aimed to investigate the number sense skills of gifted in terms of number sense components. Participant of this research consisted of 123 gifted secondary school students, who were selected according to the convenience sampling method in Turkey. The data of this research were collected in the 2021-2022 academic year. The number sense test was used as the data collection tool. This test is comprised of 20 items which were prepared in line with five basic number sense components. The data obtained from the data collection tool were analysed by quantitative analysis methods. As a result of the analysis, it was confirmed that the number senses of gifted secondary school students differed according to gender and this difference was in favour of the male students. The highest number sense performance according to grade levels belonged to eight grade level students. Furthermore, it was observed that the number sense performance increased in parallel with the grade levels of the students. In addition, when the mean of correct answers for the number sense components was considered, it was concluded that the highest mean was in the understanding of the effect of the operation and the lowest mean was in the understanding of the number concept, respectively.

In this globalization era, everyone uses gadgets with modern technology such as laptops, computer, tablets, smarthphones and others. Interesting things of gadgets such as social media and online games make gadgets are nedded for all of ages including school-age children. More fun of gadgets activity makes school-age children play gadgets more than two hours a day. Excessive intensity is very dangerous because dependence of gadgets affects intellectual and emotional intelligence, decreased focus on learning, does not do homework, and unable to manage time for others things. More severe impact is the risk of mental disorders. The aim of this community service activity was that students know how to use gadgets correctly and avoid gadgets abuse. The provision of health education was carried out directly to the students in St. Yoseph III Elementary School. Media used are educational videos, posters and leaflets. Students were divided into several groups based on grade level. After providing health education, we evaluated the students’knowledge. The result showed that 65% of students understood the health education and 55% gave positive feedback. It is very important for students to understanding the correct use of gadgets, so that students do not dependence of gadgets which has impact on physical and psychological health problems and does not interfere students’learning processes. Therefore, it is recommended that parents and teachers can monitor the use og gadgets and guide children on how to use gadgets properly both at home and at school. Key Words: Gadgets, School-age children

CLINICAL RELEVANCE Children with uncorrected visual impairment have lower scores on a variety of motor and cognitive tests. Exploring the influencing factors of low-income groups seeking vision care services is helpful for identifying relevant barriers and necessary measures to improve the utilization rate of vision care services. BACKGROUND The community-based vision center (VC) is a popular model for solving vision problem of students in rural China. Compliance is the key factor to the success of the VC model. Factors determining compliance with visitations to VC among primary school students after screening were explored. METHODS A cross-sectional study was conducted with 15,763 students from 228 primary schools. Information was collected through questionnaires and vision examinations. The determinants that affect visits of students to the VC were analyzed using logistic regression. RESULTS Among the 15,763 sample, 5,361 (34%) students had a visual impairment. At baseline, only 962 (18%) of students with visual impairment sought vision care services. After a local VC was established, among the 5,163 students who needed to be referred, only 2,237 (43.33%) students visited the VC. Multivariate logistic regression models for predicting students visit the VC revealed that the following characteristics were significant predictors: poor uncorrected visual acuity (P

We compared school-immigrant family-community collaboration practices based on the six dimensions of Epstein’s influence model (2001). These three groups of stakeholders (N = 54) participated in this study by answering a questionnaire on their collaboration practices. Kruskall-Wallis analyses revealed a notable difference between the three groups with regard to decision-making practices and at-home learning. A positive correlation was found between the number of years of teaching experience in the school and communication, volunteering, parenting, and decision making, as well as between the child’s grade level and parenting. Results show that although the collaboration practices followed Epstein’s involvement theory, they remained weak, with no significant difference between the three groups in terms of their use. Our findings are discussed in light of recent literature and their practical implications and avenues for future research are proposed to better understand and improve the conditions favoring school-immigrant family-community collaboration.

Introduction Tobacco 21 (T21) policies have shown promise in reducing cigarette use among adolescents. This study examined whether local T21 policies affected adolescent use of a variety of tobacco products and whether results differed by grade level. Methods We used repeated cross-sectional data from eighth, ninth, and eleventh-grade respondents to the 2016 (n = 107 981) and 2019 (n = 102 196) Minnesota Student Surveys. Generalized estimating equations modeled eight adolescent tobacco use outcomes in 2019 (past 30-day use of any tobacco, cigarettes, cigars, e-cigarettes, hookah, chewing tobacco, flavored tobacco, and multiple products) by T21 exposure, defined as respondents’ attendance at a school within a jurisdiction with T21 policy implementation between the two surveys. Models controlled for demographic characteristics and product-specific baseline tobacco use at the school level in 2016 and were stratified by grade. Results After adjusting for baseline tobacco use and other demographics, T21-exposed eighth and ninth-grade students had significantly lower odds of tobacco use than unexposed peers in five of eight models, i.e. any tobacco (aOR = 0.80, 95% CI: 0.74, 0.87), cigarettes (aOR = 0.81, 95% CI: 0.67, 0.99), e-cigarettes (aOR = 0.78, 95% CI: 0.71, 0.85), flavored tobacco (aOR = 0.79, CI: 0.70, 0.89), and dual/poly tobacco (aOR = 0.77, 95% CI: 0.65, 0.92). T21-exposed eleventh-grade students did not differ significantly in their odds of any tobacco use outcomes relative to their unexposed peers. Conclusions T21 exposure is associated with lower odds of multiple forms of tobacco use, particularly among younger adolescent populations, supporting the implementation of T21 policies to reduce tobacco use in this population.

The ways in which children from different countries view and draw scientists have been investigated in numerous studies. The present study explored Italian primary school students’ images of scient...

This study is a descriptive survey model which aims to reveal the measurement estimation abilities of secondary school students. The sample of the study consisted of 91 secondary school students at 5th, 6th, 7th and 8th grades in the province of Adana. Measurement estimation ability test was used as the data collection tool. This test is comprised of 10 items which include five measurement estimation abilities as measurement of length, area, volume, liquid and weight. The data obtained from the data collection tool was analyzed by quantitative analysis methods. The analysis results showed that the students’ measurement estimation abilities differed according to their gender and that difference was not statistically significant. It was also observed that the students’ levels of measurement estimation abilities were at “acceptable low estimation” level, their general performances in the measurement estimation test differed according to their grade levels and that difference was not significant. Moreover, it was concluded that the length and weight estimation levels of the students regarding length, area, volume, liquid, weight estimation scores were better than the estimation levels of area, volume, fluid. Although their levels increased according to their grade levels, it was not significant according to grade level.

BACKGROUND: As spine surgery in the ambulatory setting becomes more frequent, patients should comprehend the difference from traditional hospital-based, outpatient settings. Limited research exists on the readability of online articles surrounding spine surgery in the ambulatory surgery center (ASC). In this study, we intend to evaluate the readability of online articles pertaining to spine surgery in the outpatient and ambulatory surgical settings. METHODS: Three search engines were queried, and the first 100 articles pertaining to each outpatient spine surgery search term were collected. Advertisements, videos, and peer-reviewed scientific articles were excluded. Articles were categorized by publishing source as follows: hospital or institution, general medical Websites, private practice, or surgery center. Flesch-Kincaid (FK) grade level, Flesch Reading Ease (FRE) score, word count, sentences per paragraph, words per sentence, and characters per word were evaluated for each article. Student's t tests compared readability metrics between groups based on setting and procedure region. RESULTS: A total of 342 articles was analyzed; 279 articles were outpatient hospital related, and 63 ASC related. Flesch-Kincaid grade levels or FRE scores were not significantly different between outpatient hospital and ambulatory center. Comparison of ASC to outpatient articles from a hospital or institution source significantly differed in FRE score (40.7 versus 32.4) and FK grade level (12.3 versus 13.9; all P < .05). Articles addressing procedure type were significantly different in FRE score (36.2 versus 30.0) and FK grade level (13.0 ± 2.1 versus 14.3 ± 1.8). CONCLUSIONS: Hospital, private practice, and medical journalists should be aware of significant differences in readability of patient-accessible ASC articles. These articles may be more difficult to read than outpatient hospital articles, and production of more reading-level-appropriate online literature is required. LEVEL OF EVIDENCE: 3 CLINICAL RELEVANCE: There is a significant difference in the readability of patient-accessible ASC articles.

The aim of this study was to examine elementary school students’ story writing skills according to grade level within the framework of certain variables. The study was designed with a cross-sectional research model, one of the developmental research methods. The study group of the research consisted of 319 students attending 4th, 5th, 6th, 7th and 8th grades. A Story Writing Form developed by the researchers was used as the data collection tool in the research. In the data collection process, the students were given the story writing form and asked to write a story within a certain period by choosing one of the topics included in the form. To evaluate the stories written by the students, the 6+1 Analytic Writing and Assessment Scale was used. The research results revealed that the great majority of students used a title in their stories and that they created their stories with a single paragraph. On the other hand, it was seen that the grade level and gender variables had an effect on the quality of the stories. Generally, the quality of the stories improved as grade level increased, and girls wrote better quality stories than boys. However, this effect was not significant at every grade level.

A paucity of data in school children generally, and in non-Western schools specifically, related to health, school performance, and practice of meditation necessitated this study. The fact that almost no prior research of this type has been conducted in Latin America makes the present investigation especially worthwhile. This mostly quantitative study was carried out with 91 randomly selected school children, ranging in age from 11 to 16 years, in a remote Peruvian town in the central Andean mountains called Huay-Huay. Using a 47-question, paper-and-pencil instrument to ask students about their experience with meditation in four categories (i.e., physical health, cognitive health, emotional health, and school performance), this observational study considered whether or not the practice of meditation had a self-reported impact on student personal health and academic life, and if so to what extent. Data indicate that a majority of children in Huay-Huay reported benefits across all measures, and these were apparently stronger when students practiced meditation more regularly. Qualitative reports support these conclusions. Gender and grade level did not appear to influence this outcome. La escasez de datos en los niños en edad escolar en general, y en las escuelas no occidentales específicamente, relacionados con la salud, el rendimiento escolar y la práctica de la meditación, requirió este estudio. El hecho de que casi ninguna investigación previa de este tipo se haya realizado en América Latina hace que la presente investigación sea especialmente valiosa. Este estudio, en su mayoría cuantitativo, se llevó a cabo con 91 escolares seleccionados al azar, con edades comprendidas entre los 11 y los 16 años, en un remoto pueblo peruano en las montañas centrales de los Andes llamado Huay-Huay. Utilizando un instrumento de papel y lápiz de 47 preguntas para preguntar a los estudiantes sobre su experiencia con la meditación en cuatro categorías (es decir, salud física, salud cognitiva, salud emocional y desempeño escolar), este estudio observacional consideró si la práctica de la meditación tuvo un impacto autoinformado en la salud personal y la vida académica de los estudiantes y, de ser así, en qué medida. Los datos indican que la mayoría de los niños en Huay-Huay reportaron beneficios en todas las medidas, y estos aparentemente fueron más fuertes cuando los estudiantes practicaron la meditación con más regularidad. Los informes cualitativos apoyan estas conclusiones. El género y el nivel de grado no parecieron influir en este resultado. A escassez de dados em crianças em idade escolar em geral, e em escolas não ocidentais especificamente, relacionados à saúde, desempenho escolar e prática de meditação exigiu este estudo. O fato de quase nenhuma pesquisa anterior desse tipo ter sido realizada na América Latina torna a presente investigação especialmente válida. Este estudo principalmente quantitativo foi realizado com 91 escolares selecionados aleatoriamente, com idades entre 11 e 16 anos, em uma remota cidade peruana nas montanhas andinas centrais chamada Huay-Huay. Usando um instrumento de papel e lápis de 47 perguntas para perguntar aos alunos sobre sua experiência com a meditação em quatro categorias (ou seja, saúde física, saúde cognitiva, saúde emocional e desempenho escolar), este estudo observacional considerou se a prática de a meditação teve um impacto auto-relatado na saúde pessoal e na vida acadêmica do aluno e, em caso afirmativo, em que medida. Os dados indicam que a maioria das crianças em Huay-Huay relatou benefícios em todas as medidas, e estes foram aparentemente mais fortes quando os alunos praticavam meditação com mais regularidade. Os relatórios qualitativos apóiam essas conclusões. Sexo e nível escolar não parecem influenciar este resultado.

Objective The aim of this study is to determine internet gaming disorder (IGD) prevalence in primary grade students and the associated factors and parents' opinions about their children's gaming habits. Materials and methods This cross-sectional study was conducted between April 1, 2019, and June 1, 2019. In this study, 805 children's and parents' forms were analyzed. Participation rate was 94.5%. Data were collected using "Digital Gaming-Children's Form," "Digital Gaming-Parents' Form," and the "Internet Gaming Disorder Scale-Short Form (IGDS9-SF)." Data were analyzed using descriptive statistics and significance tests. Results The mean age of the students was 11.24 ± 1.243 years; 42.7% were male. The children's mean IGDS9-SF score was 16.83 ± 6.53. There were only 91 students with a score equal to or above the cutoff point of 36. The mean IGDS9-SF scores varied according to gender, grade level, family environment, and employment status of the father. Analysis of the students' gaming characteristics and mean IGDS9-SF scores showed that their mean IGDS9-SF scores varied depending on computer/phone/tablet gaming status, type of game played, type of connection, mode of connection, frequency of conflicts with parents, and whether families received help to regulate gaming behavior. Conclusion It is essential for a family to have information about games and talk to their children about the games they play to provide appropriate supervision. Providing families and children with counseling about digital games, IGD symptoms, and considerations by nurses during home visits can play an important role in preventing IGD.

Text comprehension will suffer if the readability level is not accessible to the students. Readability formulas predict text complexity, assisting in appropriate text selection that complements students’ reading abilities to improve their language development. Therefore, the study aims to find out the reading index of the prose forms in the literature component catered to lower secondary school students ages 13 and 14 years old in Form One (seventh grade) and Form Two (eighth grade) classrooms in Malaysia. The reading index is measured by using four readability formulas which are Dale-Chall, Fog, SMOG, and Flesch-Kincaid that focuses on the words, sentences, syllables, and polysyllable words. These formulas are used to predict the level of difficulty of the prose forms. The reading index calculated from these readability formulas reveals the grade level of the prose forms. The grade level indicates the best age for reading and understanding the prose forms. Two prose forms were chosen as samples in the study. A passage is chosen from each prose form to be uploaded using the online tool. The indices obtained from the readability formulas predicted that both of the prose forms were below students’ reading age. The study implicates reading index must be taken into consideration in literary texts selection because it is an indicator of the years of education that an individual requires to comprehend the literary text clearly. Suitable reading material at students’ age level can enhance literature learning and teaching in the ESL classroom.

Background/purpose Most adolescents do not meet the recommended amount of physical activity. Female, Black, and Hispanic students have significantly less physical activity than White male students. Physical activity of Asian or Multiple Race students have not been reported. The purpose of this research is to estimate differences in physical activity by race/ethnicity and gender among US high school students to examine whether Black Hispanic, Asian and multiple race female students and 11th grade and 12th grade female students have significantly lower physical activity levels. Design/methods This study is a secondary analysis of cross-sectional data from the high school Youth Risk Behavior Survey, a biennial, nationally representative survey of US high school students. Four waves of data were pooled from 2011 to 2017 YRBS (N = 59,397). Dependent variables were the number of active days per week a student was physically active, and whether the student was physically active for zero, 5 or more, or 7 days per week. Data were analyzed using R software. Results Asian students and students in grade 12 had the fewest number of physically active days per week. Female students were less physically active than male students. Significant negative interactions were measured in female gender by race/ethnicity (Black or Hispanic) and female gender by grade levels for the number of physically active days per week and for zero physically active days per week. The gender disparity in physical activity was significantly more pronounced among Black and Hispanic students. The reduction in physical activity by grade level was also significantly greater among female students. Discussion Efforts to increase physical activity are especially needed among Asian, Black, and Hispanic, and upper-grade female students. Practical implications Further research is needed to identify explanations and solutions for the significantly lower physical activity among Asians, female minority students, and students in upper grades.

Procrastination is a universal phenomenon that occurs to most individuals in various settings. Such prevalence of academic procrastination suggests a need for systematic research that documents potential factors that lead to academic procrastination and subsequently explores potential ways to reduce procrastination, such as metacognition. Grounded upon the Self-Regulatory Executive Function (Wells and Matthews in Cognit Emot 8(3):279–295. https://doi.org/10.1080/026999394084089421994 ), metacognition plays an essential role in explaining and predicting procrastination. As the first attempt, this study aims to review and synthesize past empirical findings on the relationship between metacognition and procrastination. Fifty-nine relevant articles involving a total of 23,627 participants were synthesized in this meta-analysis. Using the robust variance estimation, results showed significant small effect sizes of metacognition for passive procrastination (− .28), but not for active procrastination (.03). Further, different dimensions of metacognition showed different relation patterns with procrastination. In particular, metacognitive belief and metacognitive regulation were significantly associated with passive procrastination; however, metacognition (regardless the types) was not significantly associated with active procrastination. After controlling for all proposed moderators (grade level, individualistic index, and gender), no significant moderation effects were found in the overall metacognition–active procrastination relationship or metacognition–passive procrastination relationship. The implications of the findings were discussed.

The technological developments of the twenty-first century have enabled the emergence of alternative teaching-learning models and instructional tools. One of the concepts brought about by such developments is mobile learning. The aim of this study was to test the effect of mobile learning on students' mathematics achievement. A systematic database search that included the Academic Search Complete, Education Resources Information Center (ERIC), EBSCO, JSTOR, ScienceDirect, Taylor & Francis Online, and Web of Science was carried out to examine peer-reviewed articles that met the inclusion criteria. A total of 22 quantitative research papers published between 2010 and 2020 were included in the meta-analysis. The results show that mobile learning has a medium-level positive effect (g = 0.476; p < .001; with a 95% confidence interval of 0.335-0.616) on students' mathematics achievement. Moderator analyses showed that the effect sizes were not significantly moderated by grade level and implementer, while content area was found to be a moderator. Based on the results, some suggestions are offered for future studies in designed learning environments. WOS:000680379200004 2-s2.0-85111706289

The aim of this study was to examine the entrepreneurship levels of Pre-Service Music Teachers (Bursa Uludağ University Faculty of Education Music Teaching Undergraduate Program students) in terms of gender, grade level and career goals. For this purpose, data were collected from all 1st and 4th year students studying at Bursa Uludağ University Faculty of Education, Department of Music Education. The Individual Entrepreneurship Perception Scale (IEPS) and a Personal Information Form were used to collect the data. Mann Whitney U test was used to analyze the data. In line with the findings obtained, it was found that there was no significant difference in terms of IEPS total and subscale scores by gender. However, there were significant differences in favor of 4th year students in terms of locus of control, self-confidence and self-discipline sub-scores, as well as the total IEPS scores by grade level. It was concluded that those aiming for a non-teaching profession got significantly higher locus of control scores than those aiming to become a teacher. Regarding these results, suggestions have been developed to increase the entrepreneurship level of pre-service music teachers.

This study was performed to analyze the accuracy of health‐related information on Twitter during the coronavirus disease 2019 (COVID‐19) pandemic. Authors queried Twitter on three dates for information regarding COVID‐19 and five terms (cure, emergency or emergency room, prevent or prevention, treat or treatments, vitamins or supplements) assessing the first 25 results with health‐related information. Tweets were authoritative if written by governments, hospitals, or physicians. Two physicians assessed each tweet for accuracy. Metrics were compared between accurate and inaccurate tweets using χ 2 analysis and Mann–Whitney U. A total of 25.4% of tweets were inaccurate. Accurate tweets were more likely written by Twitter authenticated authors (49.8% vs. 20.9%, 28.9% difference, 95% confidence interval [CI]: 17.7–38.2) with accurate tweet authors having more followers (19,491 vs. 7346; 3446 difference, 95% CI: 234–14,054) versus inaccurate tweet authors. Likes, retweets, tweet length, botometer scores, writing grade level, and rank order did not differ between accurate and inaccurate tweets. We found 1/4 of health‐related COVID‐19 tweets inaccurate indicating that the public should not rely on COVID‐19 health information written on Twitter. Ideally, improved government regulatory authority, public/private industry oversight, independent fact‐checking, and artificial intelligence algorithms are needed to ensure inaccurate information on Twitter is removed.

The goal was to evaluate the content, quality, and readability of the information available about clear aligner treatment on the Internet.The search terms "aligner," "clear aligner," and "Invisalign" (Align Technology, Tempe, AZ, USA) were analyzed in three search engines (Google [Google LLC, Mountain View, CA, USA], Bing [Microsoft, Redmond, WA, USA], and Yahoo [Yahoo, Sunnyvale, CA, USA]). The first 50 websites for each keyword in each search engine were screened. Duplicate websites, advertisements, links to scientific articles, videos, and other irrelevant websites were excluded. The quality of the remaining websites was analyzed using the DISCERN and Journal of American Medical Association (JAMA) benchmark instruments together with the Health on the Net code (HONcode, Health On the Net Foundation, Geneva, Switzerland). The readability of the websites was evaluated by the Flesch Reading Ease Score (FRES) and Flesch-Kincaid Grade Level (FKGL). Statistical analyses were performed by one-way analysis of variance, Kruskal-Wallis and Fischer's exact tests, with p 0.05 accepted to be statistically significant.Among 111 evaluated websites, most belonged to multidisciplinary dental clinics (n = 49; 44.2%), followed by aligner companies (n = 26; 23.4%), orthodontists (n = 26; 23.4%), and professional organizations (n = 10; 9%). The mean DISCERN score (sections 1 and 2) for all websites was 29.95/75. The average FRES and FKGL were 55.77 and 9.74, respectively. Professional organization websites had significantly higher DISCERN scores than others (p 0.001), and together with multidisciplinary dental clinic websites, they showed better compliance with JAMA benchmark criteria. Professional organization websites' FRES and FKGL were also higher than other websites (p 0.05).Overall, the quality of web-based information about clear aligners was poor and the readability of the data was insufficient. Websites presenting high-quality data with better readability are needed for potential aligner patients.ZIELSETZUNG: Das Anliegen dieser Studie war es, den Inhalt, die Qualität und die Lesbarkeit der im Internet verfügbaren Informationen über die Clear-Aligner-Behandlung zu bewerten.Die Begriffe „Aligner“, „Clear Aligner“ und „Invisalign“ (Align Technology, Tempe, AZ, USA) wurden in 3 Suchmaschinen (Google [Google LLC, Mountain View/CA, USA], Bing [Microsoft, Redmond, WA, USA] und Yahoo [Yahoo, Sunnyvale, CA, USA]) analysiert. Die ersten 50 Websites für jeden Suchbegriff in jeder Suchmaschine wurden gescreent. Doppelte Websites, Werbung, Links zu wissenschaftlichen Artikeln, Videos und andere irrelevante Websites wurden nicht berücksichtigt. Die Qualität der verbleibenden Websites wurde anhand der DISCERN- und der JAMA(Journal of American Medical Association)-Benchmark-Instrumente zusammen mit dem HON(Health on the Net)-Code (Health On the Net Foundation, Genf, Schweiz) analysiert. Die Lesbarkeit der Websites wurde mit dem FRE(Flesch Reading Ease)-Score und dem FKGL (Flesch-Kincaid Grade Level) bewertet. Statistische Analysen wurden mittels einseitiger Varianzanalyse, Kruskal-Wallis- und exaktem Fischer-Test vorgenommen, wobei p 0,05 als statistisch signifikant akzeptiert wurde.Von den 111 bewerteten Websites gehörten die meisten zu multidisziplinären Zahnkliniken (n = 49; 44,2 %), gefolgt von Aligner-Firmen (n = 26; 23,4 %), Kieferorthopäden (n = 26; 23,4 %) und Berufsorganisationen (n = 10; 9 %). Der mittlere DISCERN-Score (Abschnitte 1 und 2) für alle Websites betrug 29,95/75. Die durchschnittlichen FRES und FKGL lagen bei 55,77 bzw. 9,74. Websites von Berufsverbänden hatten signifikant höhere DISCERN-Scores als andere (p 0,001), und zusammen mit Websites von multidisziplinären Zahnkliniken zeigten sie eine bessere Übereinstimmung mit den JAMA-Benchmark-Kriterien. Die FRES- und FKGL-Werte von Websites professioneller Organisationen waren ebenfalls höher als die anderer Websites (p 0,05).Insgesamt war die Qualität der webbasierten Informationen über Clear Aligner schlecht und die Lesbarkeit der Daten war unzureichend. Für potenzielle Aligner-Patienten werden Websites mit qualitativ hochwertigen Daten und besserer Lesbarkeit erforderlich.

The purpose of this study is to determine the mental models of primary school students about the concept of environment. The research group consisted of 400 students, 219 girls and 181 boys, enrolling to the 3rd and 4th grade in a primary school located in İstanbul. The students were asked to draw the environment and explain the items they draw. Students’ drawings were converted into quantitative data and scored with Draw an Environment Test-Rubric. When the drawings were examined, it was found that there are 110 different items related to the concept of environment. These items include biotic elements such as humans, different kinds of animals and plants, as well as abiotic elements such as sun, cloud, rain and sea. It was seen that there are also elements of artificial environment such as houses, cars, schools, factories and roads. Mann-Whitney U Test was used in statistical comparisons to determine the difference between the total scores obtained from the drawings according to grade level and gender. While there was a significant difference between the scores of the 3rd and 4th grade students (MD3rd grade=189,46 n=200, MD4th grade =211,54 n=200, U=17792, p=.04), no significant difference was found in the comparisons made according to the gender (MDgirls=205,92 n=219, MDboys=193,94 n=181, U=18632,50, p=.29). The drawings showed that the majority of the students do not see humans as a part of the environment and they have unscientific and missing mental models about the environment.

Nasal smear is a valid method used to distinguish inflammatory and non-inflammatory conditions. The present study was conducted to evaluate the cytological picture and neutrophilic infiltration of nasal secretions of children from a primary school within Enugu metropolis in Enugu State, Nigeria. The study included 100 apparently normal pupils, 20 each from grade levels 1 to 5. The blow-out technique was used to obtain samples from the nasal cavity for smear preparation on slides. May-Grunwald-Giemsa was used to stain the smears for light microscopical examination. Smears were assessed for the presence of infiltrating inflammatory cells and a semi-quantitative grading of neutrophilic infiltration was conducted on each sample to indicate either absent, few, moderate or many. Mean age of participants is 6.25±0.44 years (range: 6–11 years). Results revealed that age and grade level of study had a strong association with the grade score of neutrophilic infiltration (p

Background and Purpose: Recently, human impacts on marine ecosystems have intensified as the population and pressures increase. Human-originated pollutants of all kinds have impacted the oceans and the marine ecosystems. Oil spills, sewage, plastics, chemicals, garbage, carbon dioxide, and overfishing are the most challenging issues. It is known that school students are the future generation; they receive their information at school. Therefore, it is essential to assess students' knowledge and awareness regarding ocean related issues. Methodology: This study investigated ocean literacy (OL) of primary school students at international schools in Riyadh, Saudi Arabia, based on the seven principles of ocean literacy. Resources from which children get information about the oceans was also investigated. Finally, the study investigated the attitudes of primary school students towards learning oceanography, protecting the oceans, and the relationship between humans and the environment. A questionnaire had been adapted from the Survey of Ocean Literacy and Experience (SOLE) and the Survey of Ocean Stewardship (SOS). The SOLE and SOS surveys had been developed originally by Greely (2008). However, due to the grade level of students and time issues, the number of questionnaire items were reduced and simplified. The questionnaire was distributed in two separate sessions. Students from three international schools, boys' sections, received the survey. 120 students answered the SOLE, and 102 students answered the SOS. Findings: Results indicated a rather moderate level of ocean literacy of participants with a mean score of 12.56 (SD= 5.18) concerning the SOLE, and a mean score of 3.30 (SD= 1.12) concerning the SOS. As for the resource of information, results indicated the education program to be the students’ main source of education, television channels came second. Contributions: Students of Riyadh international primary schools showed a positive attitude toward ocean stewardship. The study can help policy makers, curriculum developers and textbook authors to better understand the level of ocean literacy among students and take decisions to develop school curricula especially in the efforts to align with UN Decade of Ocean Science for Sustainable Development (2021-2030). It also corresponds to the 2020-2030 vision in Saudi Arabia. Keywords: Ocean Literacy level, ocean Sciences materials, Saudi Arabia learners' attitudes Cite as: Aboulail, F. S., & Ahmad Tajuddin, A. J. (2021). Ocean literacy of primary students of international schools in Riyadh, Saudi Arabia. Journal of Nusantara Studies, 6(2), 403-423. http://dx.doi.org/10.24200/jonus.vol6iss2pp403-423

Learning efficacy can be substantially improved through the frequent use of learning strategies, whose practicality has been confirmed through extensive research. Thus, the purpose of the current study is to contribute to this wealth of research by determining whether learning strategies are significant predictors of students’ achievement in learning English as a foreign language (EFL) as well as by exploring strategy awareness and variations in strategy use by gender, grade level, and overall grade point average (GPA) among 206 high school students. The results indicated that cognitive strategies are significant positive predictors, while memory and affective strategies are significant negative predictors of students’ achievement in foreign language learning. Moreover, the findings revealed a significant impact of overall GPA and an insignificant impact of gender and grade level on the use of strategy subtypes, with the most frequently used strategies being metacognitive and the least frequently used being affective strategies. Furthermore, this research highlights the importance of incorporating strategies-based instruction methods into foreign language curriculums in the Bosnian context and also aims to raise teachers’ awareness of the importance of their application in the classroom milieu.

La evaluación es uno de los puntos más álgidos de todo proceso formativo, y es el docente el responsable de llevarla a cabo de manera que refleje el desempeño y los productos de cada estudiante y de todo el grupo, lo más cercano posible a la realidad. Es por ello que este artículo tiene el propósito de analizar la perspectiva epistemológica, y específicamente las teorías que orientan las prácticas evaluativas de los maestros de educación primaria de las instituciones oficiales del Municipio de Ayapel de Córdoba en la formación de sus competencias básicas. En concordancia con el propósito del estudio, se asume al paradigma interpretativo, porque se procura la comprensión del fenómeno educativo en su entorno natural, se resalta el interés por los aspectos subjetivos de las conductas como base del conocimiento construido en conjunto, y esto implica un enfoque cualitativo y participativo de investigación. Se concluyó que la práctica evaluativa del docente, estará determinada por el dominio operativo del enfoque por competencias conjugado con la atención a los estilos y niveles de aprendizaje, la valoración de los intereses instruccionales propios del grado y la contextualización del proceso educativo, lo cual facilita la apropiación del conocimiento y la formación integral de los estudiantes.

For students in nursing colleges to develop necessary competencies as health care professionals and prevent post-graduation “reality shock” deterioration in the quality of care they provide, appropriate measures are needed in response to changes that occur as college years progress. In this study, mental health status, lifestyle, and various types of anxiety were investigated in 448 nursing college students during a four-year program in Japan. Students from each year of the program were surveyed with the K10 scale to measure mental health, and the Student Life Questionnaire to assess dietary habits, sleep duration, and exercise. Mean K10 scores for first-year students was 13.1, with 30% having anxiety about college life. Similarly, for second-year students the K10 score was 13.7, and compared to first-year students, rates of meal skipping and sleeping less increased. For third-year students, the K10 score (15.9) was higher than for other groups, as were their percentages of all items. Fourth-year students had a mean K10 score of 14.6, with a higher rate of meal skipping and feeling anxious about the future than other groups. These results suggest the need for support tailored to the characteristics of each year in the bachelor’s program in nursing.

This pilot survey was designed to evaluate the characteristics of anaphylactic events and epinephrine autoinjector (EAI) use in children in U.S. schools. A cross-sectional, web-based, pilot survey of schools participating in the EPIPEN4SCHOOLS® program (Mylan Specialty L.P., Canonsburg, PA) assessed characteristics of anaphylactic events and EAI use during the 2013–2014 academic year. Respondents reported 757 anaphylactic events experienced by students; student grade level was noted for 724 events. Of these events, 32.3% (234/724) were experienced by students in grade school, 18.6% (135/724) by students in middle school, and 49.0% (355/724) by students in high school. Frequency of food-related triggers was consistently high across grade levels. However, many events experienced by students in high school (22.3%, 79/355), middle school (15.0%, 20/135), and grade school (14.1%, 33/234) had an unknown trigger. In 36.0% of schools (2008/5579), only the school nurse and select staff received training to recogni...

PROBLEM Social Jetlag (SJL) is a condition leading to many important physical, mental, behavioral, and cognitive problems in adolescents. METHODS The sample of this study, which used a descriptive and correlational design, consisted of 247 high school students. The SJL parameters were informed by the literature, while chronotype was identified using the Morningness-Eveningness Scale for Children. The factors associated with SJL were determined using a structured questionnaire. FINDINGS Students' SJL value was 2 h 10 min ± 01:11. As students' tendency to be an evening chronotype increased, the SJL value increased, as well (r = -0.472; p

This article explores three attributes of teachers’ understanding of fraction magnitude: the accuracy and reasonableness of teachers’ estimations in response to fraction arithmetic tasks as well as the alignment of the estimation strategies they used with the concept of fraction magnitude. The data were collected from a national sample of mathematics teachers in grades 3–7 in which fraction concepts were taught (N = 603). The results indicated the teachers’ estimations were only partially accurate and reasonable, particularly when fraction division was involved. Furthermore, teachers’ credentials and the grade level at which they taught mathematics were significantly related to teachers’ understanding of fraction magnitude.

This study used the Pathfinder program to evaluate evacuation safety by assuming evacuation training in high school buildings and changing classroom layout. Analysis of the final evacuation requirements for Scenario 2, which currently has a concentration of classrooms on the third floor of the building, showed that Scenario 2 reduced 29.6 seconds to 173.9 seconds compared to Scenario 1's 203.5 seconds. However, the analysis of Scenario 3, in which 10 classrooms and personnel of three grades were placed equally on the left and right sides of the building, showed that the final evacuation requirements were reduced 3.9 seconds to 170.0 seconds compared to Scenario 2, but there was no significant difference. Scenario 3, which has more the efficiency of school year operation by placing classroom layout on the same floor by grade level than Scenario 2, in which more classrooms and students were placed downstairs. In each scenario, an analysis of the final evacuation requirements showed that the evacuation exit T1 on the left side of the building was 28 seconds or more shorter than T3 on the right side of the building. Therefore, it was analyzed that proper classroom layout and ramp facilities in high school buildings ensure evacuation safety

This study examined the effect of affective factors, the gender variable, grade level and academic achievement on prospective teachers’ (PTs) beliefs about geometric habits of mind. For this purpose, The Belief Scale for geometric habits of mind, Geometry Self-efficacy Scale, Geometry Attitude Scale and a Demographic Characteristics Form were applied to 264 PTs. The data were analyzed using the correlational survey technique. As a result of the study, a significant positive relationship was found between the PTs’ self-efficacy regarding geometry and their academic achievements, and their beliefs about geometric habits of mind, Additionally a negative, moderate and significant relationship was found between the attitudes of the PTs towards geometry and their beliefs about geometric habits of mind. Finally, no significant difference was found between the scores of the PTs regarding geometric habits of mind and their gender.&nbsp

Schools in the U.S. have yet to achieve the goal that every student read at grade level or above by the end of grade 3, a goal first articulated twenty years ago in the No Child Left Behind Act of ...

Introduction Approximately 25% of youth in the United States speak a language other than English at home. These youth may have less exposure to English-speaking media, including public smoking prevention initiatives such as the FDA’s “The Real Cost” campaign. Research is needed to explore potential gaps in the reach of “The Real Cost” campaign among bilingual youth. Aims and Methods Data were pooled from the 2017–2019 National Youth Tobacco Surveys. Participants were n = 12 803 middle and high school students who were either: (1) susceptible never smokers; or (2) ever smokers that had smoked less than 100 cigarettes; these criteria reflect the FDA’s definition of “target population” for “The Real Cost” campaign. Multiple, logistic regression analyses examined the relationship between speaking a language other than English at home (ie, bilingual) and self-reported exposure to “The Real Cost” campaign among both samples. Analyses controlled for sex, race/ethnicity, grade level, tobacco marketing exposure, and current tobacco use. Results The majority (61.7%) of youth who met “target population” criteria self-reported exposure to “The Real Cost” from 2017 to 2019. Regression analyses found that youth who reported speaking a language other than English at home were significantly less likely to self-report exposure to “The Real Cost” campaign (adjusted odds ratio: 0.85; p < .001), adjusting for covariates. Conclusions Bilingual youth were significantly less likely to report exposure to “The Real Cost” campaign. Findings suggest the need to develop methods of increasing reach among bilingual youth, given the high smoking prevalence among these youth. Implications This study highlights a social and cultural gap in the reach of the FDA’s “The Real Cost” campaign. Agencies such as FDA should consider enhancing existing mass media campaigns to reach diverse communities, including the nearly 25% of youth who speak a language other than English.

Enviromental preservation plays an important role in the sustainability of living ecosystems. Environmental damage is caused by irresponsible human behavior so that environmental damage enters a very concerning stage. Therefore, environmental literacy needs to be developed from an early age in elementary school students as candidates for future generations who act as active agent of change. This is done with various effort through the educational process and begins with filtering information about student environmental literacy disparities, especially in Bogor City based on environmental schools and public schools. In this study using a survey method, using purposive random sampling technique. The population in this study was determined based on the category of environmental schools (SBL) and public schools (SU). Then, from the school category, respondents were selected based on the grade level. The high class level categories are grade 5 and 6, while the low class level categories are grade 3 and 4. Based on the analysis of the result of the answers to questionnaire, it was found that the environmental literacy of elementary school students in Bogor City for each school category has carried out environmental awareness activities. As for the measurement based on disposition toward the environment, the assessment of students environmental literacy was categorized as good, even among them very good for several indicators of environmental literacy.

BACKGROUND Improving children's fruit and vegetable (FV) preferences may be important as preferences can predict FV consumption. The purpose of this study was to evaluate FV preferences over time, with repeated experience, as part of the Fresh Fruit and Vegetable Program (FFVP). METHODS Fruits (F; N = 28) and vegetables (V; N = 29) were distributed twice a week, over 35 weeks, at a participating FFVP school (N = 236 students, 12 teachers, K-2nd grade). Preference ratings using 3-point Likert scale were analyzed over 35 weeks. RESULTS For 57 FVs rated for preference, ratings revealed that F had higher frequency of children choosing "I like it" than for V (78% F; 38.2% V; p

Guided by the social–ecological, social identity, and social misfit theories, the present study examined the gender, racial/ethnic, and grade-level differences of students’ perceived school safety ...

The current study examined (a) the associations of COVID-19 stress with anxiety and depression and whether those associations differed by gender or grade level, and (b) how different coping strateg...

Breast cancer remains the leading cause of cancer-related death in US Hispanic women. When present, lower health literacy levels potentially within this patient population require tailored materials to address health disparities. We aim to evaluate and compare Spanish and English online health care informative resources on preventive mastectomy. A Google web search using “preventive mastectomy” and “mastectomia preventiva” was conducted. The first ten institutional/organizational websites in each language were selected. Assessment of mean reading grade level, cultural sensitivity, understandability, and actionability was carried out utilizing validated tools. The mean reading grade level for English materials was 14.69 compared with 11.3 for Spanish, both exceeding the recommended grade level established by the AMA and NIH. The mean cultural sensitivity score for English information was 2.20 compared with 1.88 for Spanish information, both below the acceptability benchmark of 2.5. English webpages scored 65% and 35% for understandability and actionability, respectively, while Spanish webpages scored 47% and 18%. Online English and Spanish preventive mastectomy materials were written at an elevated reading level and lacked cultural sensitivity. Spanish language information demonstrated inferior understandability, actionability, and cultural sensitivity. Addressing these issues provides an opportunity to help resolve health literature disparities regarding preventive mastectomy for US Hispanic women.

This study investigated the influence of grade level on the development of science epistemological beliefs and the relationship between science epistemological beliefs and science achievement among co-educational secondary schools of Homa Bay County, Kenya. The study employed cross-sectional and correlational survey designs with purposive sampling. Epistemological Beliefs Questionnaire (EBQ) was used to measure science epistemological beliefs. The instrument was administered to 214 students from 2 co-educational schools (Grade 9, n = 116, Grade 12, n = 98). Students’ achievement in Biology, Chemistry and Physics were computed for Science Achievement Scores (SAS). The data were analysed by grade level using independent sample t-tests and by dimensions and achievement scores using multiple regression analysis. The findings indicate statistically significant grade level differences in terms of source, certainty and development and non-significant grade level differences in terms of justification. The findings also indicate that certainty and justification dimensions were significant predictors of science achievement. It is concluded that grade level has an influence on development of epistemological beliefs (source, certainty and development) and certainty and justification dimensions were predictors of science achievement. Implications for practice and further research are herein explained.

Chachu Genale, Arebu Issa, Bezawit Negash, Kebede Wondu Department of Pharmaceutics and Social Pharmacy, School of Pharmacy, College of Health Sciences, Addis Ababa University, Addis Ababa, EthiopiaCorrespondence: Kebede WonduDepartment of Pharmaceutics and Social Pharmacy, School of Pharmacy, College of Health Sciences, Addis Ababa University, P.O. Box 1176, Addis Ababa, EthiopiaEmail kebede.wondu@aau.edu.etBackground: Patients are frequently provided with medicine information materials (MIMs). Rendering medicine information through written material is a reliable method. Readability is an important attribute of written material that can affect the reader’s ability to comprehend. Patient’s perception can also affect the comprehensibility of written MIMs.Objective: The objectives of the study were to assess the readability of medicine information in Tikur Anbessa Specialized Hospital (TASH); and assessing patients’ perception and understanding of medicine information materials.Methods: This was a cross-sectional study conducted from September 21, 2019 to November 24, 2020, at TASH. Quantitative and qualitative data collection approaches were used in this research. The readability value of each material was determined in accordance with the Flesch Reading ease scores (FRE) and Flesch-Kincaid Grade Level (FKGL). The tools compute readability based on an average number of syllables per word and an average number of words per sentence. FRE provides scores from 0 to 100; higher scores mean easily comprehensible while FKGL sets grade levels for written texts. A structured interview was administered with questions about how MIMs had been used, and was analyzed qualitatively.Results: The results of this research showed low readability scores of MIMs found in TASH. Most patients do not get MIMs and are unaware of how to use them. They are interested to receive and read medicines information from pharmacists and physicians. Moreover, most of them preferred information through both verbal and written forms.Conclusion: The readability levels of selected MIMs obtained from TASH are found to be not compliant with the patients’ needs. This might be worsening their health outcomes and resulting in poorer use of healthcare services.Keywords: Flesch readability formula, information, medicine, readability, reading grade level, Tikur Anbessa Specialized Hospital

Teacher educators and educational leaders have emphasized the importance of teachers who can effectively elicit and interpret their students’ thinking. This study included the development of elementary education candidates’ capacity to elicit and interpret student thinking while serving as tutors to primary grades students who had not yet met grade level expectations from the previous year. This multi-methods study included data from written reflections and surveys. In reflections, candidates reported growth in their questioning techniques, seeing their primary students’ grow in their understanding of mathematics concepts. A one-way ANOVA with survey data indicated statistically significant differences on pre- and post-surveys on candidates’ eagerness to work with individual students in mathematics, their preparation to work with students in math, and their willingness to teach mathematics to students experiencing poverty. The article closes with implications for teacher education programs to promote candidates’ enactment of practices related to eliciting and interpreting students’ thinking in early childhood and elementary education settings.

The study of mathematical problem posing (MPP) from the perspective of a learning trajectory is a new and thriving research field. The latest Chinese Compulsory Mathematics Curriculum Standards stipulate the developmental requirements of students’ MPP ability at three different stages: Grades 1 − 3, Grades 4 − 6, and Grades 7 − 9. However, in this study, we found that there were irregular changes in MPP as the grade level advanced for junior middle school students in Grades 7 − 9. In addition, the results were not the same for different situations. Moreover, it was difficult for students to pose extended mathematical problems. The sample consisted of 904 Chinese students in seventh, eighth, and ninth grades. They each faced the same three tasks involving a real-life situation, a medicine situation, and a mathematics situation. The evaluation of students’ MPP ability was based on fluency, flexibility, and profundity evaluation indexes for the three tasks. How to scientifically and reasonably formulate the learning trajectory of MPP is an important research topic for the future.

Limited research has been conducted exploring students’ motives for choosing certain career pathways, aspirations and goals in Atlantic Canada. This study examines data from a province-wide survey ...

Background The purpose of this study is to assess the readability, understandability, and quality of information on retinopathy of prematurity presented at websites frequently visited by parents. Methods A total of 220 websites were assessed, which were recruited by searching for "retinopathy of prematurity" at the Google search engine. The readability of each web page was assessed by Flesch Reading Ease Score, Gobbledygook's Gunning Frequency, Flesch Kincaid Grade Level, Coleman Liau score, The Simple Measure of Gobbledygook, Fry Graph Readability Formula, and Automated readability score. The understandability of the web pages included in the study was measured by using the Patient Education Materials Assessment Tool. Quality was evaluated using Health in Net code and JAMA. The ALEXA traffic tool was used to reference the domains' popularity and visibility. Results Sixty-four websites were included to the study. The average Flesch Reading Ease Score was 50.1 ± 11.4, Gunning Frequency of Gobbledygook level was 13.4 ± 2.5, The Flesch-Kincaid Grade level was 10.7 ± 2.2, Coleman Liau level was 10.8 ± 1.7, Simple Measure of Gobbledygook level was 10.0 ± 1.9, and Fry Graph Readability Formula 11.9 ± 2.7, Automated readability score 10.4 ± 2.5. The average understandability score for all website-based patient education materials was 76.9 ± 15.2. Total JAMA Benchmark score is 2.27 ± 1.14 (range from 1 to 4). The quality of information at most websites were determined by our chosen assessments to not to be good. Conclusion Websites addressed to parents for retinopathy of prematurity had found to have high understandability. It was concluded based on this study that readability and quality of presented written materials at online sources need to be improved.

Objectives: In this study, we sought to determine the prevalence of problematic Internet use (PIU) among high school students and identify demographic and socioeconomic factors related to PIU. Methods: Using a cross-sectional design, we conducted this study between November 2017 and January 2018 of 1412 students attending high schools in the Silivri District of Istanbul in Turkey. We administered a questionnaire inquiring about sociodemographic information, Internet use, and Young's Internet Addiction Test to participating students. Results: Among participants, 18.5% (male = 17.2%; females = 19.8%) were found to show PIU. PIU rates were higher among those with a high household income and lower among those who studied in science high schools, performed physical activities at least 2 days a week, and read at least one book a month. PIU rates were also higher among those who had their own bedrooms, phones, smartphones, Internet connections at home, and social networking accounts. Conclusion: The prevalence of PIU among the participants was 18.5%. Female sex, high household income, low physical activity, grade level, school type, reading fewer than one book per month, and Internet use experience were risk factors for PIU. PIU is considered a significant public health concern across the world, including in Turkey.

This study examines the Denver Preschool Program (DPP), a voter-approved sales tax initiative that provides a tuition credit for four-year old children to attend preschool. Using propensity weighting and doubly robust modeling on ten cohorts of kindergartners from 2009–2010 through 2018–2019, we found DPP participants were more likely to read at grade level and less likely to be retained or to be chronically absent than their similarly-situated non-DPP peers. The absolute magnitude of the effect sizes for reading achievement and chronic absenteeism ranged from 0.21 to 0.28, and were considered substantively important. The relationships were stronger for DPP participants who had enrolled in a school-based, pre-kindergarten program than DPP participants who had enrolled in a community-based preschool, and the effect sizes were almost twice as large for pre-kindergarten participants than for community-based participants on reading achievement. Policy implications are discussed.

Primary school teachers in Ghana are non-specialists but are required to teach physical education (PE) in addition to the regular subjects taught in primary classrooms (CS). Using a Self-Determination Theory, this study examined classroom teacher trainees’ (TT) perceived competence and intrinsic motivation in learning to teach PE. In addition, the study compared TTs’ competence and motivation in PE and CS. Participants included a purposive sample of 190 from two colleges of education in Ghana. They completed modified forms of the Perceived Competence Scale (PCS) and the Intrinsic Motivation (IM) subscale of the Perceived Locus of Causality once. Descriptive statistics showed most TTs had moderate to high levels of competence and intrinsic motivation both in PE and CS. Independent Samples t-Test and One-Way ANOVA analyses indicated significant gender and grade level differences for PCS in PE. A Paired-Samples t-Test analysis indicated TTs’ PCS mean score was significantly higher in CS than that in PE. However, TTs’ motivation in PE and CS were similar. The classroom teacher trainees in this study perceived themselves to be less competent in PE than in non-PE contents (CS), even though their levels of motivation to learn to teach in both contexts were similar. This is consistent with extant literature that teachers in Ghanaian primary schools are not adequately prepared to teach PE. The development of children’s PE programs in the country’s teacher education institutions is warranted.