The effectiveness of project-based learning on pupils with learning difficulties regarding academic performance, group work and motivation

This study focuses upon the effectiveness of project-based learning on primary school pupils with learning difficulties regarding their academic performance and attitudes towards self efficacy, task value, group work and teaching methods applied. The present study is a part of a larger one that included six Greek fourth-grade primary school mainstream classrooms with ninety-four pupils of mixed learning abilities. An eight-week project was implemented within the curriculum area of environmental studies with a topic of 'sea animals'. The methodology applied in this study was a combination of a pre-experimental design (the one group pre- post-test design) and the case study research design. In the present study data were used only for pupils with learning difficulties in those classes. The findings of the present study support that pupils with learning difficulties can gain benefits through project-based learning in academic performance, motivation (self-efficacy and task value in terms of environmental studies) and group work (acceptance in the group and engagement in the learning process). The students also preferred experiential learning to traditional teaching. The implications of our findings for the design of project-based learning programmes in the environmental studies with pupils with learning difficulties are also discussed

Co-operative group teaching and learning in the Greek and Cypriot primary education

Co-operative group teaching and learning is a child-centred teaching approach based on the theory of constructivism. In literature on educational studies, co-operative teaching and learning is generally defined as learning that takes place in an environment where pupils in small groups share ideas and work collaboratively in order to complete academic tasks. A large number of research carried out on co-operative teaching and learning has shown that this method has positive effects on pupils' school achievement in mixed ability and ethnocultural classes. The aim of the present study is to compare the Greek and Cypriot primary school teachers' and pupils' views about the efficacy of cooperative teaching and learning in mixed ability and multi-ethnic classes. A similar comparative study has not been carried out. The sample of the study consisted of 113 teachers (59 Greek and 54 Cypriot) and 161 pupils (80 Greek and 81 Cypriot), 9-11 years old. A quantitative methodology was used and data were collected through questionnaires. Results revealed that pupils' and teachers' perceptions about co-operative group teaching and learning were positive. However, the Cypriot primary school teachers and pupils exhibited more positive attitudes towards group work's efficacy and a better understanding of co-operative group teaching and learning compared to the Greek teachers and pupils respectively. © Common Ground, Stavroula Kaldi, Diamanto Filippatou, Maria Onoufriou

Project-based learning in primary schools: Effects on pupils' learning and attitudes

This study focuses upon the effectiveness of project-based learning on primary school pupils regarding their content knowledge and attitudes towards self-efficacy, task value, group work, teaching methods applied and peers from diverse ethnic backgrounds. A cross-curricular project was implemented within the curriculum area of environmental studies under the title of 'sea animals'. The methodology applied in this study was the quasi-experimental research design. The findings of the present study support the view that pupils can gain benefits through project-based learning in obtaining content knowledge and group work skills and that they became less favourable to traditional teaching versus experiential learning. Motivation (self-efficacy and task value in terms of environmental studies) and developing positive attitudes towards peers from a different ethnic background were changed in moderate levels after the project. © 2011 ASPE

Teachers’ views about pupil diversity in the primary school classroom

The present study explores Greek primary school teachers’ perceptions and views on pupil diversity in the classroom environment. A large-scale survey was carried out in order to examine teachers’ perceptions about pupil diversity and to identify personal and/or educational characteristics that can influence or predict these perceptions. The outcomes of the study reveal that Greek primary school teachers view diversity as a challenge more than as a barrier in teaching and learning, they can recognise at a high level the key elements of differentiated instruction as part of managing pupil diversity in their class and hold a negative-to-neutral stance on traditional curriculum implementation practices. The most influential factors and predictors of these perceptions and views are also presented and discussed. © 2017 British Association for International and Comparative Education

The effectiveness of structured co-operative teaching and learning in Greek primary school classrooms

This study focuses upon the effectiveness of structured co-operative group work on primary school students, aged between 8.5 and 9.5 years old, regarding their content knowledge, attitudes towards co-operative group work, experiential learning and open-ended curriculum as well as students' social and learning behaviour during co-operative group work. A cross-curricular educational programme was implemented within the curriculum area of environmental studies entitled ‘traffic education'. The methodology applied in this study was the experimental and the case study research designs. The findings of the present study support the view that pupils can gain benefits through structured group work co-operation in obtaining content knowledge and group work skills, as well as in developing positive attitudes towards group work, experiential learning, open-ended curriculum and the co-operation with their peers with learning difficulties (LDs). Changes in the relationships with the peers were not affected after the implementation of the educational programme. © 2013, © 2013 ASPE

Executive function, working memory, and verbal fluency in relation to non-verbal intelligence in greek-speaking school-age children with developmental language disorder

Developmental Language Disorder (DLD) is often associated with impairments in working memory (WM), executive functions (EF), and verbal fluency. Moreover, increasing evidence shows poorer performance of children with DLD on non-verbal intelligence tests relative to their typically developing (TD) peers. Yet, the degree and generality of relevant difficulties remain unclear. The present study aimed at investigating WM capacity, key EFs and verbal fluency in relation to non-verbal intelligence in Greek-speaking school-age children with DLD, compared to TD peers (8–9 years). To our knowledge, the present study is the first to attempt a systematic relevant assessment with Greek-speaking school-age children, complementing previous studies mostly involving English-speaking participants. The results showed that children with DLD scored lower than TD peers on the non-verbal intelligence measure. Groups did not differ in the inhibition measures obtained (tapping resistance to either distractor or proactive interference), but children with DLD were outperformed by TD peers in the WM capacity, updating, monitoring (mixing cost), and verbal fluency (phonological and semantic) measures. The effects showed limited (in the case of backward digit recall) or no dependence on non-verbal intelligence. Findings are discussed in terms of their theoretical and practical implications as well as in relation to future lines of research. © 2021 by the authors. Licensee MDPI, Basel, Switzerland

Percutaneous patent foramen ovale closure for secondary stroke prevention: Network meta-analysis

OBJECTIVE: Current guidelines report no benefit for patent foramen ovale (PFO) closure compared to medical treatment in patients with cryptogenic ischemic stroke (IS) or TIA. Two recent randomized controlled clinical trials have challenged these recommendations. METHODS: We performed a systematic review and network meta-analysis of randomized controlled trials to estimate the safety and efficacy of closure compared to medical treatment, and to compare available devices. We conducted pairwise meta-analyses for closure vs medical therapy, irrespective of the device used, and for each device vs medical therapy. RESULTS: Our literature search highlighted 6 studies. PFO occlusion was associated with reduced risk of recurrent IS (risk ratio [RR] 0.42, 95% confidence interval [CI] 0.20-0.91) and IS/TIA (RR 0.65, 95% CI 0.48-0.88) but with increased risk of new-onset atrial fibrillation (AF) (RR 4.59, 95% CI 2.01-10.45) compared to medical treatment. In indirect analyses, both Amplatzer (AMP) and GORE devices were found to be associated with a lower risk of new-onset AF compared to STARFlex (SFX) (RR 0.25, 95% CI 0.10-0.65 and RR 0.28, 95% CI 0.08-0.95). Moreover, AMP was found to be associated with a lower risk of recurrent IS/TIA events compared to the SFX device (RR 0.35, 95% CI 0.14-0.91). In the clustered ranking plot on the risk of IS against new-onset AF, GORE was comparable to AMP; however, on the risk of IS/TIA against new-onset AF, AMP appeared to be superior to the GORE device. In both ranking plots, SFX was highlighted as the worst option. CONCLUSION: PFO closure is associated with reduced risk of recurrent IS or IS/TIA and with increased risk of new-onset AF. © 2018 American Academy of Neurology