https://www.um.edu.mt/library/oar/handle/123456789/149959 Sun, 18 Oct 2026 09:13:31 GMT 2026-10-18T09:13:31Z https://www.um.edu.mt/library/oar/handle/123456789/150076 Title: Using storytelling and play-based activities to promote nutrition education to primary students Abstract: This dissertation explores the use of storytelling and play-based learning to promote nutrition education among Year 2 students within the Maltese primary school context. The study responds to growing concerns about children's dietary habits and the need for more engaging and meaningful methods to nutrition education. Drawing on constructivist, sociocultural, and ecological theories of learning, the project emphasises active participation, exploration, and meaningful connections between learning and children's everyday experiences. The main outcome of the study is the development of a curriculum-aligned resource pack entitled From the Garden to our Table. The resource pack integrates storytelling, role-play, gardening, sensory exploration, and simple food-preparation activities to promote children's understanding of healthy eating, food origins, and wellbeing. It also supports cross-curricular learning through links with Science, English, Mathematics, Social Studies, and Creative Arts. The dissertation argues that storytelling and play-based pedagogies provide developmentally appropriate and engaging opportunities for nutrition education. The resource pack offers educators a practical and accessible tool for implementing interactive nutrition learning experiences that support both curriculum objectives and children's holistic development. Description: B.A. (Hons)(Melit.) Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/150076 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/150075 Title: Addressing students’ mathematics anxiety in primary schools through parent workshops Abstract: Mathematics anxiety is a common challenge in primary education that affects students’ confidence, participation, and overall achievement in mathematics. It often begins in the early primary years and is influenced by psychological, social, and cognitive factors such as fear of failure, negative classroom experiences, pressure to succeed, and low self-confidence. Parental attitudes towards mathematics also play an important role in shaping children’s perceptions of the subject. This study focuses on Years 3 and 4, which are key stages in children’s mathematical development. Early intervention during these years is important in preventing the formation of long-term negative attitudes towards mathematics. Since parents have a significant influence on children’s learning experiences at home, this project explores how parent workshops can strengthen home-school collaboration and improve parental support. The study follows a project-based approach and is based on a review of literature on mathematics anxiety, parental involvement, and home-school partnerships. It suggests that informed and engaged parents are better equipped to support their children, contributing to improved confidence and reduced anxiety in mathematics. Five parent workshops were designed focusing on understanding mathematics anxiety, promoting positive mathematical mindsets, supporting homework effectively, developing problem-solving skills, and strengthening communication between home and school. These workshops aim to build stronger partnerships between families and schools while supporting students’ emotional and academic development in mathematics. Description: B.A. (Hons)(Melit.) Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/150075 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/150073 Title: An analysis of the Singapore mastery approach in textbooks used at level 5 : a focus on Max Maths Abstract: This dissertation examines the extent to which the Max Maths textbook series used in Maltese schools at Level 5 (Years 3 and 4) reflects principles associated with the Singapore Mastery Approach. The study focuses on Max Maths Textbooks 2, 3, and 4. Drawing on literature related to textbook analysis and the Singapore Mastery Approach, the study uses six analytical lenses: the Concrete-Pictorial-Abstract approach, spiral curriculum and cumulative learning, heuristic problem solving, mathematical language and communication, mental maths and number sense, and mastery-based progression. The analysis is organised around the five mathematics strands in the Maltese Learning Outcomes Framework: Number, Measurement, Shape and Space, Data Handling, and Mathematical Processes / Problem Solving. Due to the breadth of the curriculum, one representative topic was selected within each strand. The findings suggest that Max Maths reflects several SMA features, particularly through pictorial representation, structured sequencing, repeated practice, and model-based word problems. However, the alignment is uneven. Some principles, such as visual representation and progression through related tasks, are clearly visible in the student textbooks, while others, such as explicit concrete activity, learner explanation, and named mental strategies, are less directly developed. The study concludes that Max Maths provides a useful foundation for mastery-oriented mathematics teaching in Malta, but should not be treated as a complete enactment of the Singapore Mastery Approach on its own. Teacher mediation remains central in making concrete activity, mathematical reasoning, and strategy discussion explicit. Description: B.A. (Hons)(Melit.) Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/150073 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/150072 Title: Kompendju ta’ riżorsi msejjes fuq il-karti tal-eżami tal-benċmark tat-taħdit (MLT) biex jippromwovi Malti espressiv u effettiv Abstract: Dan l-istudju jiffoka fuq l-iżvilupp tal-ħiliet tat-taħdit u tas-smigħ fil-Malti fost studenti tas-sitt sena tal-edukazzjoni primarja. Diversi rapporti u dokumenti edukattivi juru li ħafna studenti jesperjenzaw diffikultajiet relatati mal-vokabularju, l-espressività u l-kapaċità li jestendu t- taħdit tagħhom lil hinn minn deskrizzjoni bażika. Fid-dawl ta’ dawn l-isfidi, l-istudju għandu l- għan li jiżviluppa kompendju ta’ riżorsi pedagoġiċi mmirat biex jappoġġja lill-għalliema fil promozzjoni tal-Malti mitkellem bħala lingwa ta’ komunikazzjoni ħajja fil-klassi. Ir-reviżjoni tal-letteratura tiffoka fuq ir-rapporti tal-Benċmark, il-qafas edukattiv Malti u l- importanza tar-riżorsi pedagoġiċi u tal-materjal awtentiku fl-iżvilupp tal-komunikazzjoni orali. Fuq din il-bażi ġie mfassal kompendju li jinkludi ritratti-stampi organizzati f’temi differenti u strutturati b’mod li jinkoraġġixxu l-iżvilupp tal-vokabularju u ta’ strutturi lingwistiċi differenti, fosthom in-nomi, l-aġġettivi, l-opposti, il-verbi, il-qwiel u l-idjomi, filwaqt li jsaħħu l- espressjoni orali u l-użu tal-Malti bħala lingwa ta’ komunikazzjoni ħajja. L-istudju jikkonkludi li l-iżvilupp tal-ħiliet orali fil-Malti jeħtieġ interventi pedagoġiċi konkreti li jippromwovu l-użu attiv u spontanju tal-lingwa. Il-kompendju propost joffri għodda prattika li tista’ tikkontribwixxi għal tagħlim aktar komunikattiv u espressiv fil-kuntest tal-edukazzjoni primarja. Description: B.A. (Hons)(Melit.) Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/150072 2026-01-01T00:00:00Z