The role of handwriting in English word acquisition among elementary students

In order to investigate whether handwriting has an advantage in learning word form, sound, and meaning, this study randomly selected 40 elementary school student participants (20 males, 20 females, aged 11.4 ± 1.34 years). Using an experimental approach, we compared the learning outcomes of word sound matching, word meaning matching, and word form judgment tasks under two conditions: handwriting and visual learning. After three consecutive days of learning and testing, we found that handwriting generally outperformed visual learning in terms of accuracy and response time in word form, sound, and meaning learning. Additionally, we observed differences in the timing of significant discrepancies in learning outcomes between the two methods across the three tasks. Specifically, in terms of accuracy, discrepancies first appeared in the word sound matching task on the first day, followed by the word form judgment task, and lastly the word meaning matching task. Regarding response time, significant differences between learning methods first emerged in the word form judgment task, followed by the word sound and word meaning tasks. Thus, combining accuracy and response time data, we conclude that handwriting is more advantageous than visual learning for word acquisition, with a differential impact on word form, sound, and meaning, where word form and sound are prioritized over meaning.

The Prevalence of Central Auditory Processing Disorder in Elementary School Students of Kerman, Iran

Objectives

This study aimed to determine the prevalence of central auditory processing disorder (CAPD) in elementary school students in Kerman, Iran, during 2018-2019.

Materials & Methods

This cross-sectional study was conducted on 1369 elementary school students in Kerman. These students were selected by cluster sampling from different areas of Kerman and then screened using the Buffalo Model Questionnaire (BMQ). Based on the data obtained from the questionnaire, normal children were excluded from the study. Then, children with suspected central auditory processing disorder (CAPD) underwent ear exams and were excluded from the study in case of abnormal results in the tympanic membrane examination (rapture-effusion). The remaining subjects underwent peripheral audiometry evaluation, and children with abnormal audiometry were excluded from the study. Finally, the remaining children with suspicious screening results, a normal examination, and normal audiometry underwent a specific test to detect Central auditory processing disorder. Data analysis was carried out using SPSS software.

Results

One thousand three hundred sixty-nine primary school students with a mean age of 9.15 ±2.63 years enrolled in this study. 52%% of students were male. 8.03% of them had CAPD. A statistically significant relationship was found between the prevalence of CAPD and gender (P<0.001), place of residence (P<0.001), history of middle ear inflammation (P<0.001) and history of head injury.

Conclusion

The quality of life of these students with CAPD can be improved via timely recognition of CAPD and the provision of appropriate preventive and therapeutic facilities.

Teachers' perspectives of utilizing distance learning to support 21st century skill attainment for K-3 elementary students during the COVID-19 pandemic era

During the COVID-19 pandemic, Saudi Arabia, similar to other governments, discontinued face-to-face learning in favor of distance learning. The pandemic has had serious ramifications for K-3 education, and the impact of distance learning on 21st century skill attainment are important issues to explore. Using the Saudi Arabia context, this paper investigates teachers' perspectives regarding the implementation of online education to support 21st century skills in the COVID-19 pandemic era for K-3 elementary school students. A qualitative research methodology was applied in this study. A semi-structured interview was conducted to collect data from five K-3 female teachers who implemented online education during the pandemic. Three themes emerged from the findings: 1) effects of the pandemic as related to online teaching for attainment of 21st century skills, 2) elaboration of best practices for online teaching to facilitate such attainment, and 3) challenges that exist for distance learning and student acquisition of 21st century skills. Therefore, the findings suggest that elementary teachers should find opportunities for elementary students to experience distance learning as an ongoing learning solution in order to incorporate innovative strategies that enhance their 21st century skills.

An integrated model for predicting pupils' acceptance of artificially intelligent robots as teachers

Artificially intelligent robots as teachers (AI teachers) have attracted extensive attention due to their potential to relieve the challenge of global teacher shortage and realize universal elementary education by 2030. Despite mass production of service robots and discussions about their educational applications, the study of full-fledged AI teachers and children's attitudes towards them is quite preliminary. Here, we report a new AI teacher and an integrated model to assess how pupils accept and use it. Participants included students from Chinese elementary schools via convenience sampling. Questionnaires (n = 665), descriptive statistics and structural equation modeling based on software SPSS Statistics 23.0 and Amos 26.0 were carried out in data collection and analysis. This study first developed an AI teacher by coding a lesson design, course contents and Power Point with script language. Based on the popular Technology Acceptance Model and Task-Technology Fit Theory, this study identified key determinants of the acceptance, including robot use anxiety (RUA), perceived usefulness (PU), perceived ease of use (PEOU) and robot instructional task difficulty (RITD). Moreover, this study found that pupils' attitudes towards the AI teacher, which could be predicted by PU, PEOU and RITD, were generally positive. It is also found that the relationship between RITD and acceptance was mediated by RUA, PEOU and PU. This study holds significance for stakeholders to develop independent AI teachers for students.

Comparison of the Cognitive Disengagement and Hypoactivity Components of Sluggish Cognitive Tempo in Autism, ADHD, and Population-Based Samples of Children

An international Sluggish Cognitive Tempo (SCT) Work Group proposed a new term for SCT, "cognitive disengagement syndrome," that more accurately describes the syndrome than does SCT. According to the Work Group, symptoms of SCT represent a cognitive dimension (cognitive disengagement) and a motor dimension (hypoactivity). Our study determined (1) if distinct factors representing cognitive disengagement and hypoactivity emerged when SCT items were factor analyzed and (2) the degree of differences in cognitive disengagement and hypoactivity within diagnostic groups. Mothers rated 1,177 children with autism, 725 with ADHD-Combined, and 307 with ADHD-Inattentive (4-17 years) and 665 elementary school children (6-12 years) on the Pediatric Behavior Scale (PBS). SCT prevalence rates were autism 32%, ADHD-Inattentive 27%, ADHD-Combined 18%, and elementary school students 7%. Factor analysis of the SCT items yielded two factors reflecting cognitive disengagement (in a fog/confused and stares/preoccupied/in own world) and hypoactivity (sluggish/slow moving/low energy, drowsy/sleepy/not alert, and tires easily) in all diagnostic groups. Cognitive disengagement prevalence rates and scores were significantly higher than hypoactivity in the autism and ADHD-C groups and in the autism and ADHD-C subgroups of children with SCT (but not in the ADHD-I and elementary school total groups and SCT subgroups). Our findings factor analyzing five SCT items support two SCT subfactors: cognitive disengagement and hypoactivity.

Distance education and the social literacy of elementary school students during the Covid-19 pandemic

Despite distance education’s negative impacts on students’ learning and social literacy skills during the Covid-19 pandemic, it still has significant benefits. This study examined the distance education and social literacy of elementary school students during the Covid-19 pandemic. A qualitative research methodology was used: in-depth interviews were employed to collect data, and the sample population included six elementary school teachers who used distance education during the Covid-19 pandemic. This study had three main findings, including: 1) the factors impacting social literacy skills, 2) the effects of distance education on social literacy skills, and 3) the challenges of teaching in distance education and their effect on the development of social literacy skills. Therefore, the findings of this study encourage teachers to seek opportunities to expand the scope of distance education platforms in order to incorporate additional activities that enhance the development of students' social literacy skills.

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The effects of distance education on the social literacy skills of elementary school students during Covid-19.

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Factors impacting the social literacy skills of elementary school students during Covid-19.

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The challenges of teaching and developing the social literacy skills of elementary school students during Covid-19.

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Parents' roles in their children’s development of social literacy skills during Covid-19.

A machine-learning approach to discerning prevalence and causes of myopia among elementary students in Hubei

Objective

Our aim is to establish a machine-learning model that will enable us to investigate the key factors influencing the prevalence of myopia in students.

Methods

We performed a cross-sectional study that included 16,653 students from grades 1–3 across 17 cities in Hubei Province. We used questionnaires to discern levels of participation in potential factors contributing to the development of myopia. The relative importance of potential contributors was ranked using machine-learning methods. The students’ visual acuity (VA) was measured and those with logMAR VA of > 0.0 underwent a autorefraction test to determine students’ refraction status.

Results

The prevalence of myopia in grades 1, 2, and 3 was 14.70%, 20.54% and 28.93%, respectively. Myopia rates among primary school students in provincial capital city (32.35%) were higher than those in other urban (23.03%) and rural (14.82%) areas. Children with non-myopic parents, only one myopic parent, or both parents having myopia exhibited myopic rates of 16.36%, 25.18%, and 41.37%, respectively. Myopia prevalence was higher in the students who continued to use their eyes at close range for a long time and lower in those engaged longer in outdoor activities. The machine-learning model determined that the top three contributing factors were the students’ age (0.36), followed by place of residence (0.34), starting age of education (0.21).

Conclusion

The overall prevalence of myopia was 21.52%. Children’s age and place of residence were the important influencing factors, but genetics and environmental were also played key roles in myopia development.

Screen time duration and timing: effects on obesity, physical activity, dry eyes, and learning ability in elementary school children

Background

As internet use becomes more widespread, the screen time (ST) of elementary school students increases yearly. It is known that longer durations of ST can affect obesity, physical activity, dry eye disease, and learning ability. However, the effects of ST just before bedtime have not been clarified. Therefore, we examined ST duration and timing effects on elementary school children.

Methods

We conducted a survey of 7419 elementary school students in Tokyo, Japan using a questionnaire on food education. ST duration and timing (just before bedtime) served as the explanatory variables, and the relationship between obesity, physical activity, dry eyes, and learning ability was analyzed using logistic regression analysis. Gender, school year, height, and weight were considered confounding factors. First, we examined whether ST duration and timing were related to each objective variable, using a univariate model to examine all variables. Thereafter, we performed multivariate logistic regression analyses for all variables showing a significant difference in the univariate models.

Results

A significant association was observed between ST duration and obesity, physical activity, and academic performance, indicating that a longer ST duration may lead to obesity, decreased physical activity, and decreased academic performance. ST timing was associated with obesity, dry eyes, and academic performance, and ST immediately before bedtime contributed to obesity, dry eyes, and reduced academic performance. Furthermore, the results of investigating the combined effect of ST duration and timing (immediately before bedtime) on these factors revealed that ST timing has a greater effect on dry eyes, and ST duration has a greater effect on academic performance.

Conclusion

Our findings indicate that ST in school children is related to obesity, physical activity, dry eyes, and learning ability, and they suggest that not only the duration but also the timing of ST is important.

Supplementary Information

The online version contains supplementary material available at 10.1186/s12889-021-10484-7.

Role of Resilience in (De)Motivation and Second Language Proficiency: Cases of Korean Elementary School Students

The current study aims to explore the influence of resilience on (de)motivation and second language proficiency among elementary school students in South Korea. A total of 367 sixth-grade students completed questionnaires at three elementary schools. The data were analyzed with factor analysis and structural equation modeling (SEM). The results show that resilience is composed of metacognitive adaptation, sociability, optimism, perseverance, and communicative efficacy. In terms of the influence of resilience, the SEM presents that the direct impact of resilience on English as a foreign language (EFL) learning motivation is greater than its impact on demotivation. Regarding the impact of EFL learning (de)motivation and resilience on English proficiency, EFL learning demotivation plays the most dominant role. The findings indicate that it is important to simultaneously sustain EFL learning motivation and prevent demotivation to help learners achieve their desired level of English proficiency in an EFL context.

Development and validation of a Quality of Life Scale for elementary school students

Emotional well-being affects the school performance of elementary school children. Quality of life (QoL) measurements are indicative of emotional well-being; however, the development of assessment tools suitable for measuring the QoL of elementary school children has received little attention and, therefore, the creation of reliable assessment tools for measuring QoL among this population is required. Method: We employed qualitative and quantitative research methods to develop and validate a QoL scale for elementary school children in Taiwan. We used cluster random sampling to recruit 711 fifth and sixth grade students, aged 10-12 years, from 14 elementary schools. Results: The scale comprised six factors (School function, Family function, Environmental life, Vitality for life, Learning ability, and Peer relationships) that explained 44% of the variance. The developed 21-item elementary school QoL (ESQoL) instrument had high internal consistency and satisfactory reliability and validity. Conclusions: The ESQoL instrument can facilitate the evaluation of factors associated with students' emotional well-being. Additional studies using the ESQoL instrument are required to assess its applicability for evaluating relationships between QoL and school performance and other areas of student life.

An analysis of learner outputs in problem posing as sentence-integration in arithmetic word problems

Achieving practical implementation of learning by problem posing faces the issue of inefficiency due to the time needed for assessment and giving feedback to students' posed problems. As a solution of this problem, we have developed a tablet PC-based software for learning by posing arithmetic word problems named Monsakun. The software is based on Triplet Structure Model of arithmetic word problem. In this research, we investigated problems posed by elementary school students in Monsakun to understand whether Monsakun encourages them to think about the structure of arithmetic word problems. The result shows that students did not pose problems randomly but considered things first. We also found that the frequent errors are actually meaningful errors, and students tried to pose problems satisfying as many constraints as possible, which means they actually think about the structure to pose required problems in the assignments. The process of understanding assignment requirements and relating them to suitable sentence cards is an important point especially for young learners to reach deep understanding of the structure of arithmetic word problems.

The Effects of Mind Subtraction Meditation on Depression, Social Anxiety, Aggression, and Salivary Cortisol Levels of Elementary School Children in South Korea

This study analyzed the effects of a school-based mind subtraction meditation program on depression, social anxiety, aggression, and salivary cortisol levels of 42 elementary school children in South Korea. The research design was a nonequivalent group comparison with pretest and post-test. The experimental group was given 8weeks of the meditation program. The results showed social anxiety, aggression, and salivary cortisol levels were significantly lowered in the experimental group. This demonstrated that the school-based mind subtraction meditation program could be effective in improving psychosocial and behavioral aspects of mental health in elementary school children.

Eating Habits and Food Preferences of Elementary School Students in Urban and Suburban Areas of Daejeon

This study investigated the dietary habits and food preferences of elementary school students. The survey was conducted by means of a questionnaire distributed to 4th and 5th grade elementary school students (400 boys and 400 girls) in urban and suburban areas of Daejeon. The results of this study were as follows: male students in urban areas ate breakfast, unbalanced diets, and dairy products more frequently than male students in suburban areas (p < 0.05). Female students in urban areas ate dairy products (p < 0.01) and fruits (p < 0.001) more frequently than female students in suburban areas. Students had the high preferences for boiled rice and noodles with black bean sauce, beef rib soup, steamed beef rib, steamed egg, beef boiled in soy sauce, egg roll, bulgogi, pork cutlet, deep-fried pork covered with sweet and sour starchy sauce, and honeyed juice mixed with fruit as a punch. All students preferred kimchi, although students in the suburban areas preferred kimchi-fried rice (p < 0.05), and those in the urban areas preferred bean-paste soup (p < 0.01). Students in suburban areas showed a greater preference for seasoned bean sprouts and Altari kimchi. All of the students preferred fruits, rice cake made with glutinous rice, and pizza among other foods. Overall, there were distinct differences in the eating habits and food preferences of elementary school students according to the place of residence.

Development of a School Adaptation Program for Elementary School Students with Hearing Impairment

Background and Objectives

Although new technology of assistive listening device leads many hard of hearing children to be mainstreamed in public school programs, many clinicians and teachers still wonder whether the children are able to understand all instruction, access educational materials, and have social skills in the school. The purpose of this study is to develop a school adaptation program (SAP) for the hearing-impaired children who attend public elementary school.

Subjects and Methods

The theoretical framework of the SAP was a system model including microsystem, mesosystem, and macrosystem merged with Keller's ARCS theory.

Results

The SAP consisted of 10 sessions based on five categories (i.e., school life, activity in the class, relationship with friends, relationship with teacher, and school environments). For preliminary validity testing, the developed SAP was reviewed by sixteen elementary school teachers, using the evaluation questionnaire. The results of evaluation showed high average 3.60 (±0.52) points out of 4 while proving a reliable and valid school-based program.

Conclusions

The SAP indicated that it may serve as a practical and substantive program for hearing-impaired children in the public school in order to help them achieve better academic support and social integrations.

Effect of Taekwondo Training on Physical Fitness and Growth Index According to IGF-1 Gene Polymorphism in Children

This study analyzed the effect of regular Taekwondo training for 16 weeks on physical fitness and growth index depending on different IGF-1 gene polymorphisms. The subjects of the study were 44 male students who were 8 year years old. The IGF-1 gene showed the highest frequency of 18 CA repeat (190 bp) in 50% of subjects, and was found in the homozygote (n=11), heterozygote (n=22) and non-carriers (n=11). The results of the physical fitness and growth index among the gene polymorphism groups indicated no significant differences but the expected height of the non-carrier group was significantly high (p<0.05). After Taekwondo training, the homozygote group and the non-carrier groups demonstrated significant (p<0.05) increase in grip strength and in time in the standing with one leg while closing eyes test, respectively. Only the homozygote group had a significant (p< 0.05) increase in thigh circumference. IGF-1 concentration significantly (p<0.05) increased in the heterozygote group, while HOMA-IR significantly (p<0.05) decreased in the homozygote group. Furthermore, there was a significant (p<0.05) decrease in glucose in both the homozygote and the non-carriers groups. The difference between physical fitness and growth index depending on the IGF-1 gene polymorphism after Taekwondo training did not show consistent impact.

Increasing portion sizes of fruits and vegetables in an elementary school lunch program can increase fruit and vegetable consumption

Increasing portion size can increase children's consumption of food. The goal of this study was to determine whether increasing the portion sizes of fruits and vegetables in an elementary school cafeteria environment would increase children's consumption of them. We measured each child's consumption of the fruit and vegetables served in a cafeteria line on a control day (normal cafeteria procedures) and on two intervention days. When we increased the portion size of 3 of the 4 fruits and vegetables by about 50%, children who took those foods increased their consumption of them. Although this was an effective strategy for increasing fruit and vegetable consumption among students who took those foods, many children chose not to take any fruits or vegetables. Further efforts are needed to increase children's selection and consumption of fruits and vegetables in an environment of competing foods of higher palatability.

[Effects of sexuality education coaching program on sex-related knowledge and attitude among elementary school students]

PURPOSE

The purpose of this study was to investigate the effects of a sexuality education coaching program given to elementary school students in terms of sex-related knowledge and attitude.

METHODS

The participants were elementary school students in S city (Experimental group=21, Control group=23). Data were collected and the program was conducted from Feb. 15 to Apr. 15, 2013. The experimental group of 21 elementary school students in the fifth and sixth grades who received the sexuality education coaching program, 10 sessions in the three weeks. The control group of 23 elementary school students in the fifth and sixth grades from another school received, 2 sessions in the three weeks on sexuality education including physiology and sexual abuse prevention. Data were analyzed using χ²-test, independent t-test, repeated measures ANOVA, and utilized the SPSS program.

RESULTS

The experimental group showed significantly better sex-related knowledge and sex-related attitudes than the control group.

CONCLUSION

Therefore, individualized approach with emphasis on the differences of their level of understanding and strengths should be considered in providing sexuality education coaching programs for elementary school students.

Examining the relationships between attention deficit/hyperactivity disorder and developmental coordination disorder symptoms, and writing performance in Japanese second grade students

The purpose of this study was to explore the relationships between attention deficit/hyperactivity disorder and developmental coordination disorder symptoms and writing performance in Japanese second grade students from regular classrooms. The second grade students (N=873) in Japanese public elementary schools participated in this study. We examined a variety of writing tasks, such as tracing, copying, handwriting (Hiragana and Katakana), and spelling (Hiragana, Katakana, and Kanji). We employed the Japanese version of the home form ADHD-rating scale (ADHD-RS) and the Japanese version of the Developmental Coordination Disorder Questionnaire (DCDQ-J) to assess the developmental characteristics of the participating children. Seven writing performance scores were submitted to a principal component analysis with a promax rotation, which yielded three composite scores (Spelling Accuracy, Tracing and Copying Accuracy, and Handwriting Fluency). A multiple regression analysis found that inattention predicted Spelling Accuracy and Handwriting Fluency and that hyperactive-impulsive predicted Handwriting Fluency. In addition, fine motor ability predicted Tracing and Copying Accuracy. The current study offered empirical evidence suggesting that developmental characteristics such as inattention and fine motor skill are related to writing difficulties in Japanese typical developing children.

Dietary intake based on physical activity level in Korean elementary school students

Prevalence of childhood obesity is increasing significantly worldwide due to energy imbalance perhaps stemming from undesirable dietary behavior and physical activity level. The objective of the study was to examine the effects of physical activity level on nutritional status in elementary school students. The subjects were comprised of 287 elementary school students between 4th and 6th grades in Seoul, Korea. The level of physical activity was scored with a modified Godin leisure-time exercise questionnaire and was categorized as active, moderately active, and sedentary. Dietary intakes were obtained using a 24-hour food recall method. An analysis of variance (ANOVA) was conducted to test for global significant differences of nutrient intakes by physical activity level. Boys were more active than girls. Daily intakes of energy in moderately active boys were significantly higher than in the sedentary group, but intakes of calcium and iron in moderately active boys were lower than active boys. For girls, physical activity level did not affect nutrient density at all. Intakes of calcium, vitamin C, and folate for both boys and girls were below 50% of recommended intake. Physical activity did not affect nutrient density and our participants were exposed to nutritional imbalance. Therefore, the results suggest that nutrition education regarding balanced diet and optimum physical activity is required for children's health and growth.