International Online Journal of Primary Education (IOJPE) ISSN: 1300-915X

Message from the Editor

Prof.Dr. Nergüz BULUT SERİN (Editor in Chief) — Tue, 31 Dec 2024 00:00:00 +0000

Message from the Editor,

I am very pleased to inform you that we have published the fourth issue in 2024. 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 The articles should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to International Online Journal of Primary Education (IOJPE).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): Bangladesh, Ethiopia, Northern Cyprus, and Turkey.

Prof. Dr. Nergüz BULUT SERİN

Editor in Chief

The complete issue

The complete Issue : volume 13 issue 4 — Tue, 31 Dec 2024 00:00:00 +0000

The Complete Issue : volume 13 issue 4 2024

PRACTICE, CHALLENGES, AND OPPORTUNITIES IN REALIZING INCLUSIVE EDUCATION IN SOME SELECTED PRIMARY SCHOOLS OF HOSSANA CITY ADMINSTRATION, ETHIOPIA

Kassahun GEBRU, Tsedeke ABATE — Tue, 31 Dec 2024 00:00:00 +0000

Inclusive education is a topic of much debate, but it is widely recognized as a crucial system that aims to provide equal opportunities for all students, including those with special needs, to thrive in regular school environments. This study focused on exploring the practices, challenges, and opportunities related to realizing inclusive education in selected primary schools within Hossana city administration, Haddiya zone, under Central Ethiopia regional state. To achieve this, a descriptive case study methodology was used. The study revealed that the teaching of students with special educational needs currently employs segregation, integration, and inclusion approaches. However, administrative challenges, knowledge gaps, and skill gaps were identified as the main obstacles to achieving inclusive education in the city administration. Respondents also suggested that while there are challenges to implementing inclusive education, there are also many opportunities to do so. To address these challenges, we recommend collaboration among stakeholders and training for school administrators and teachers to increase awareness, knowledge, and skills.

Keywords: Inclusive education, challenges, opportunities, practices, realizing inclusive education.

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file:///C:/Users/lau/Downloads/RISE_WP-115_Pathway_Inclusive_Education_Ethiopia.pdf

THE RELATIONSHIP BETWEEN EMOTION REGULATION BOTH EMOTIONAL AND PSYCHOLOGICAL WELL-BEING LEVELS IN DISADVANTAGED PRIMARY SCHOOL STUDENTS

Değer OLGUN, Nergüz BULUT SERİN — Tue, 31 Dec 2024 00:00:00 +0000

The aim of this study is to investigate the extent to which emotion regulation is related to emotional and psychological well-being in disadvantaged primary school students. In the research, “Stirling Scales for Children’ Emotional and Psychological Well-being” and the “personal information form” developed by the researchers were used. The sample of the research consisted of 301 primary school students studying in disadvantaged primary schools affiliated to the Ministry of National Education of the Turkish Republic of Northern Cyprus in the district of Lefkosa in the 2023-2024 academic year Pearson correlation tests were used to review the correlation between the children's emotion regulation skills and the scores they got from the Scale for Children's Emotional and Psychological Well-being. Multiple regression analysis was conducted to examine the predictive power of the scores obtained from the scale. The effect of the “Children's Emotion Regulation Scale” on the scores obtained from the “Stirling Scale for Children's Emotional and Psychological Well-being”. The overall score was found to be favorably connected with the anger, excitement, fear, and sadness subscales of the Children's Emotion Regulation Scale, as well as scores on the Children's Stirling Scale of Emotional and Psychological Well-Being. The Children's Emotion Regulation Scale's anger, fear, and sadness subscales were found to positively predict Children's Stirling Scale of Emotional and Psychological Well-being scores.

Keywords: Emotion regulation, psychological well-being, disadvantaged students, primary school sudents.

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UNRAVELING THE CRUCIAL REASONS FOR PRIMARY SCHOOL ABSENTEEISM: PARENTAL INSIGHTS

Fairuz Anjum Binte HABIB — Tue, 31 Dec 2024 00:00:00 +0000

The purpose of this study is to examine the variables that influence student absenteeism, with an emphasis on participation from parents. A survey of 475 parents was undertaken to investigate three major variables: personal, parental, and school-related factors. Personal variables refer to individual student behaviors, parental variables indicate parental involvement, and school-related variables to institutional factors influencing the reduction of student absenteeism. To confirm the results' validity, the methodology involves regression analysis, correlation matrix, factor analysis, and reliability analysis. The findings indicate that the model explains a considerable percentage of absence variations, with each predictor having a significant relationship with absenteeism. Personal variables are adversely associated with absenteeism, but parental and school factors have a favourable impact on their attendance. These results emphasise the significance of focused interventions that address personal behaviors, increase parental participation, and develop school support structures to minimize absenteeism and improve student performance.

Keywords: Absenteeism, parental involvement, student behaviors, school support.

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IMPROVING VISUAL MEMORY OF PRIMARY SCHOOL STUDENT WITH MATHEMATICS LEARNING DIFFICULTIES: AN ACTION RESEARCH

Adem DOĞAN, Serap KÜTÜKÇÜ — Tue, 31 Dec 2024 00:00:00 +0000

Students with dyscalculia often face significant challenges in visual memory, which is critical for mathematical learning, particularly in recognizing and differentiating geometric shapes and their properties. This study aims to explore the extent to which an action plan, tailored to the unique learning characteristics of students with dyscalculia, can enhance their visual memory. This study was applied to the visual memory of a second-grade student with learning difficulties in mathematics. Action research, one of the qualitative research designs, was used in the study. The study was conducted over five weeks with unable to read and write student who had received a report of learning difficulties from the Guidance and Research Centre (GRC). A purposive sampling technique was used to identify participant for the study. Pre-test, post-test, action plan, observation notes and records made during the action plan implementation were used as data sources. The data were analysed using descriptive analysis technique. As a result of the implemented action plan, it was observed that the student's visual memory started to improve in the process. It was seen that the student could match the geometric shapes in general but was confused about their names and properties. The student's success rate of 5% in the pre-test reached 40% in the post-test after the action plan was implemented.

Keywords: Primary school, geometric memory, learning disability, mathematics learning disability, visual memory.

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PROBLEMS OF CURRICULUM RELEVANCE IN ENHANCING CHILDREN’S COGNITIVE DEVELOPMENT IN ECE IN ETHIOPIA

Gemechu Abera GOBENA — Tue, 31 Dec 2024 00:00:00 +0000

The study aimed at assessing Problems of Curriculum Relevance in Enhancing Children’s Cognitive Development in Early Childhood Education (ECE) in Ethiopia. An explanatory sequential research design was employed through a multistage random sampling technique to collect primary data from the participants (N_i=260) through questionnaires and observations. Descriptive and inferential statistics were used to analyze the collected data through questionnaires; thematic analysis was used for open-ended questionnaires and observation checklists. The first finding was that about 87% of the preprimary school teachers were not trained in ECE Curriculum. Secondly, the curricula under usage were poorly helped children daily to develop measuring units of the physical properties (length, weight, temperature, money, collecting & organizing information, and solving quantitative problems). Thirdly, teaching methodologies (discussion, categorization, explanation, and brainstorming) used by teachers contributed 79.21% to ECE Curriculum. Finally, lack of appropriate training, irrelevant curriculum resources, and teaching methods were the major identified problems in the ECE curriculum. In conclusion, the reasons for poor cognitive development identified in this study in Ethiopia’s ECE Curriculum were poor teacher training and poor professional development, inconsistent and fragmented curriculum implementation, limited resources and learning material, inadequate implementation of play-based learning, cultural and language barriers, socioeconomic factors, and family support.

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