/library/oar/handle/123456789/8494 Fri, 26 Dec 2025 07:47:54 GMT 2025-12-26T07:47:54Z /library/oar/handle/123456789/10346 Title: Do I know enough? : primary teachers’ perceptions on their knowledge of dyslexia Abstract: Teachers' perceptions and views of dyslexia are crucial to identify and support children with dyslexia in class. Various studies indicate that primary school teachers still have certain misconceptions about dyslexia. This presented study aimed to explore the perceptions that Maltese primary school teachers have of dyslexia. A questionnaire survey was utilized to collect the data from the primary school teachers. This study found that although primary school teachers are acquainted with some of the effects that dyslexia has, teachers still had misconceptions and/or uncertainties regarding the neurobiological causes and characteristics of dyslexia. In addition, it was found that little or no support, training, and resources are given to primary school teachers to deal with the children with dyslexia. Finally, this study proposed a number of recommendations to help the teachers to deal with the children with dyslexia. Description: B.ED.(HONS) Tue, 01 Jan 2013 00:00:00 GMT /library/oar/handle/123456789/10346 2013-01-01T00:00:00Z /library/oar/handle/123456789/10344 Title: Physical activity patterns of Maltese 10 year olds during recess by weight status Abstract: Various reports have shown that Maltese children are very inactive during recess and top the list of European countries for prevalence of overweight and obesity. Schools provide an important environment where children can be physically active particularly during physical education lessons and recess. According to research most students do not increase their activity levels out of school hours to compensate for the little or no activity they do in the break time. Research on activities carried out during recess in Malta is limited. The aim of this research is to explore the behaviour of Maltese 10 year old students during recess and to measure the amount and intensity of Physical Activity carried out by children of different genders and weight categories (obese, overweight and healthy weight). Physical activity was measured using accelerometers. Height and weight were measured to calculate the body mass index and to classify the participants into different weight statuses using IOTF standards. Data about school recess was gathered through a questionnaire that explores physical activity and nutritional habits. A sample of children from different school types (133 students from State, 50 from church and 26 students from Independent schools) were selected for this research. From the whole sample, 63.5% were Healthy weight, 23.6% were overweight and 13.0% resulted to be obese. Only (31%) of the boys and (4%) of the girls reached the recommended daily Moderate to Vigorous Physical Activity of 60 minutes. During the break Healthy weight students reached 13 minutes of MVPA, overweight and obese 12 minutes. Description: B.ED.(HONS) Tue, 01 Jan 2013 00:00:00 GMT /library/oar/handle/123456789/10344 2013-01-01T00:00:00Z /library/oar/handle/123456789/10343 Title: Interactive whiteboard use in state-sector primary schools Abstract: Our study aims to investigate the quantity and type of use of Interactive Whiteboards in Maltese State-Sector Primary Schools, during the Maltese, English and Mathematics lessons. We also wanted to observe how, and how much, the students were using the Interactive Whiteboard during lessons for the three subjects mentioned above. We carried out our research by building case studies about six teachers. We did this by observing these six teachers together with their students while using the Interactive Whiteboard during lessons. Interviews were also carried out with teachers and the Head of School to discover their perspectives. The participants in our study used the Interactive Whiteboard in different ways, approximately two hours daily; either by using ready-made resources from Internet websites or by creating activities themselves using the Interactive Whiteboard software. Although all teachers said that not enough training had been provided, almost all of them agreed that it was not difficult to learn how to use it and their teaching methods had changed to be able to teach with Interactive Whiteboards. The reactions of the teachers and the Head of School were that the Interactive Whiteboard makes learning fun and increases motivation. On the other hand it can cause challenging situations when technical problems arise and can also be tiring for pupils if the teachers rely solely on the Interactive Whiteboard to deliver their lessons. The Interactive Whiteboard is used for 32% of the lessons by the pupils, and the most frequent techniques used in class are 'drag & drop' and 'rub & reveal'. Description: B.ED.(HONS) Tue, 01 Jan 2013 00:00:00 GMT /library/oar/handle/123456789/10343 2013-01-01T00:00:00Z /library/oar/handle/123456789/10342 Title: Educating the self through religious and physical education : an interdisciplinarity approach Abstract: The purpose of this study is to explore the possibility of presenting an interdisciplinary approach to the teaching of Religious Education, in secondary education. I will study the possibility of how Religious Education (R.E.) and Physical Education (P.E.) can interact and effectively contribute to the student's holistic development, through both the spiritual and the physical dimensions. The study will also focus on the values and attitudes associated with the human body, vis-à-vis their link with the student's spiritual dimension. This means in creating a link between the spiritual and the physical dimensions, through an interdisciplinary approach. This was measured by conducting a number of interviews with R.E. and P.E. teachers and with the two Education Officers of both subjects so as to seek their views on the desirability and practicality of such an approach. The findings showed that the physical body is of much concern and is to be taken care of. Furthermore, the participants discussed also the relevance of interdisciplinary approaches which will contribute to the relevancy of R.E. in the students' lives. In fact, the aspect of self-awareness came out through the values and attitudes that show the identity of the human person. This was strongly evidenced by the need to show care, love and respect. According to the findings, this is where spirituality takes place and with which as a result the human being will feel inner peace. Description: B.ED.(HONS) Tue, 01 Jan 2013 00:00:00 GMT /library/oar/handle/123456789/10342 2013-01-01T00:00:00Z