International Online Journal of Primary Education (IOJPE)

Message from the Editor

2025-12-30T22:23:42+00:00

I am very pleased to inform you that we have published the fourth issue in 2025. As an editor of International Online Journal of Primary Education (IOJPE), this issue is the success of our authors, very valuable reviewers who undertook the rigorous peer review of the manuscripts, and those of the editorial board who devoted their valuable time through the review process. In this respect, I would like to thank to all reviewers, researchers and the editorial board members. The articles should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to International Online Journal of Primary Education (IOJPE). For any suggestions and comments on IOJPE, please do not hesitate to send me e-mail. The countries of the authors contributed to this issue (in alphabetical order): Ethiopia, North Cyprus, and The Netherlands, Turkey.

Prof. Dr. Nergüz BULUT SERİN

Editor in Chief

The complete issue

2025-12-30T22:25:31+00:00

The complete issue: volume 14 issue 4 2025

UNDERSTANDING CHILD AGGRESSION IN EASTERN ETHIOPIAN PRIMARY SCHOOLS: INSIGHTS FROM TEACHERS’ PERSPECTIVES

2025-12-30T21:52:25+00:00

This study sought to explore the predictors of child aggression, specifically examining the roles of gender, media exposure, sibling aggression, balanced diet, and parenting styles. A quantitative, correlational research design was employed, with data collected through standardized questionnaires completed by a sample of primary school teachers (N = 665). To analyze the relationships and predictive strength of the variables, Pearson correlation and hierarchical multiple regression analyses were utilized. The results indicated that gender was not a significant predictor of child aggression, supporting previous findings that suggest differences lie more in the type of aggression exhibited rather than in overall levels. In contrast, time spent watching television, use of computer games, sibling aggression, and parenting styles were significantly and positively associated with increased child aggression. Meanwhile, a balanced diet showed a modest negative correlation with aggression. These findings underscore the importance of environmental and familial influences over biological or demographic factors such as gender. Based on these results, the study recommends that intervention strategies focus on limiting harmful media exposure, resolving sibling conflicts, and fostering effective parenting practices. Promoting parental involvement, emotional regulation, and healthy dietary habits may also help reduce aggressive behavior in children.

Keywords: Child aggression, primary school students, demographic factors, psychology, teachers.

Ethics and Conflict of Interest

The author declares that he acted in accordance with ethical rules in all processes of the research. The author declares no conflict of interest with other persons, institutions or organizations.

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Liu, X., & Wang, L. (2020). Dietary patterns and child behavior: A longitudinal study of the associations between diet and aggression in children. Journal of Nutrition, 150(4), 924-930.

Liu, Y., & Zhang, Y. (2025). Parental warmth, control, and aggression in children: Examining the role of parenting styles in shaping children’s behavior. Journal of Family Psychology, 39(1), 66-75.

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Möller, I., & Krahé, B. (2024). Television and aggressive behavior in children: A meta-analytic study of the effects of watching TV on aggression. Aggressive Behavior, 50(3), 212-220.

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Parker, G., & Butler, H. (2024). Behavioral effects of dietary patterns in children: Associations with aggression and mood disorders. Pediatric Nutrition, 41(4), 510-520.

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INSTRUCTIONAL STRATEGIES TO SUPPORT SECOND LANGUAGE LEARNERS IN DUTCH PRIMARY SCHOOLS

2025-12-30T21:57:16+00:00

Over time, the increase in multiculturalism has led to a culturally diverse society across Europe, which is reflected in Dutch primary educational classrooms. With the rise of diverse ethnic populations, schools have gained more second language learners (SLL). Insufficient language proficiency results in lower learning outcomes. Teachers face challenges and lack expertise on how to address these learning gaps. This case study examined what instructional strategies and materials primary school teachers use to support SLL in mainstream classrooms within a Dutch multicultural school context. Data were collected by conducting interviews and a focus group. The findings revealed that few strategies are put into practice due to teachers' lack of didactical expertise and training. Teaching programs should include lectures and activities to let future teachers expand their attitudes and increase teachers understanding of cultural perspectives on learning. Supporting SLL can be increased by incorporating Culturally Responsive Classroom Management (CRCM) practices and by educating teachers about trauma-sensitive teaching. Primary schools need to prioritize supporting multiculturalism by investigating the five dimensions for empowering multiculturalism in education. Hands‑on tips for (future) teachers supporting SLL were collected and visualized.

Keywords: Multicultural education, second language learning, instructional strategies, trauma-sensitive teaching, culturally responsive teaching, classroom management.

Ethics and Conflict of Interest

This research was conducted in accordance with recognized ethical standards. Ethical approval was obtained from the relevant institutional review board. All participants provided informed consent prior to participation. The author declares that he acted in accordance with ethical rules in all processes of the research. The authors declare that there are no conflicts of interest related to this work.

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CAN MUSEUMS BE USED IN MATHEMATICS EDUCATION? PRE SERVICE PRIMARY SCHOOL MATHEMATICS TEACHERS’ PERSPECTIVES AND A DESIGN PROPOSAL

2025-12-30T22:06:51+00:00

This study aimed to design a prototype mathematics museum for use in mathematics education, drawing on pre-service teachers’ views following a museum education course and a visit to the Tales Mathematics Museum. Employing a basic qualitative research design, this study involved 20 pre-service mathematics teachers selected through criterion sampling. Data were collected via an interview form developed by researchers and analyzed using content analysis. Findings were presented in tables and supported by direct quotations from participants. The results demonstrated that both the course and the museum visit positively influenced pre-service teachers’ perceptions of museums as out-of-school learning environments. According to participants, museums provide opportunities to establish interdisciplinary connections, enrich knowledge of mathematical history, model and concretize abstract concepts, engage students, and support diverse activities. Pre-service teachers recommended that a mathematics museum should incorporate technology-supported simulations, representations of mathematical history, concrete models of theorems, and connections to daily life and art, while being designed to sustain student engagement. In conclusion, a prototype mathematics museum was developed based on these suggestions, underscoring the potential of museum-based approaches to foster meaningful, interdisciplinary, and engaging mathematics learning experiences.

Keywords: Out-of-school learning environments, museum education, pedagogy, museum design, pre‑service teachers.

Ethics and Conflict of Interest

This research was conducted with the permission obtained from the Ethics Committee of Dokuz Eylül University Legal Counsel, dated 06.01.2022 and numbered E-87347630-659-173775. The authors declare that they acted in accordance with ethical rules in all processes of the research. The authors declare that they have no conflict of interest.

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IMPACT OF TRADITIONAL GAMES ON CRITICAL AND CREATIVE THINKING IN PRIMARY SCHOOL STUDENTS: A QUASI-EXPERIMENTAL MIXED-METHODS STUDY

2025-12-30T22:11:20+00:00

This study explores the influence of traditional Turkish games on the development of creative and critical thinking in primary school students. These traditional games, now at risk of disappearing, may hold untapped educational potential. Using an exploratory sequential mixed-methods design, interviews with 12 primary school teachers identified themes indicating that such games foster critical thinking, analytical ability, mathematical reasoning, creativity, confidence, teamwork, and strategic planning. These qualitative insights guided a quasi-experimental study with 79 fourth-grade students: an experimental group (39 students engaged in traditional games) and a control group (40 students with regular activities). The intervention involved 40-minute sessions, four days a week for eight weeks. Pretest scores showed no significant differences between groups, but posttests revealed marked improvements in the experimental group. These results suggest that integrating traditional games into classroom settings can be an effective alternative to conventional teaching for promoting critical thinking.

Keywords: Traditional games, critical thinking, creative thinking, play-based learning.

Ethics and Conflict of Interest

This study adhered to strict Research Ethics Guidelines and was conducted in accordance with ethical principles. Ethics committee approval was obtained from Gaziantep University (decision dated 09/08/2024, number 529740). Participants' confidentiality and rights were protected, with informed consent secured before participation. Data collection and analysis followed university guidelines, supporting the trustworthiness of the findings. The authors declare that they acted in accordance with ethical rules in all processes of the research. The authors declare no conflicts of interest.

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DIGITAL GAME ADDICTION IN PRIMARY SCHOOL CHILDREN: AN ANALYSIS IN TERMS OF USAGE HABITS AND DEMOGRAPHIC VARIABLES

2025-12-30T22:15:37+00:00

This study aimed to examine the digital game addiction levels, usage habits, and technology exposure patterns of primary school students in relation to demographic variables such as gender, age, family structure, and duration of daily technology use. The research was conducted using a quantitative design based on a descriptive survey model to identify existing conditions and reveal the relationships among key variables. The study group consisted of 150 students enrolled in the 3rd, 4th, and 5th grades of a private primary school in the Turkish Republic of Northern Cyprus (TRNC) during the 2023–2024 academic year. Data were collected using a researcher-developed Personal Information Form and the Computer Game Addiction Scale for Children. Nonparametric statistical analyses were employed due to non-normal data distribution, including Kruskal–Wallis and Mann–Whitney U tests, with significance set at p < .05. The findings revealed that more than half of the participants (55.6%) used technological devices between one and three hours per day, while 9.2% reported daily use exceeding ten hours. The most common purpose of technology use was playing games (37.9%), followed by social media use (16.3%) and watching videos (14.4%). Statistical analysis showed a significant relationship between daily technology use duration and digital game addiction scores. Students who used technology for ten or more hours per day exhibited markedly higher addiction levels than other groups. Moreover, technology used primarily for entertainment purposes—especially gaming—was found to be associated with higher addiction scores compared to educational use such as completing homework.

Keywords: Digital game addiction, primary school students, technology use, family structure, gender differences, digital learning.

Ethics and Conflict of Interest

Ethical approval was given for the research by the Girne American University Ethics Committee with the decision number 9/24-14 dated 17.05.2024. The research was conducted in strict adherence to the principles of voluntary participation, participant confidentiality, and informed consent, and data were used exclusively for scientific purposes. The study complied with the Scientific Research and Publication Ethics Directive of the Council of Higher Education (2020) and adhered to the ethical standards of the Ethics Committee of Girne American University. The author declares that they acted in accordance with ethical rules in all processes of the research. The author declares that they have no conflict of interest.

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