Skip to main content
Skip to main navigation menu
Skip to site footer

Open Menu

Educational Dimension

Early Access

About the Journal

Editorial Team

Submissions

Announcements

Current

Archives

About

Publication Ethics and Publication Malpractice Statement

Peer-review Process

Article Withdrawal

Privacy Statement

Copyright Statement

Contact

Search

Register

Login

Return to Article Details

Praxeological tales as an innovative media product for fostering successful personalities in primary school pupils

Home

/

Archives

/

Vol. 10 (2024)

/

Articles

Praxeological tales as an innovative media
product for fostering successful personalities in
primary school pupils

Hryhorii V. Tereshchuk1[0000-0003-1717-961X],

Iryna I. Kuzma2[0000-0002-1219-8216], and

Oleksandra I. Yankovych1,3[0000-0003-4253-5954]

1
Ternopil Volodymyr Hnatiuk National Pedagogical University,

2 Maksyma Kryvonosa Str., Ternopil, 46027, Ukraine

[email-masked]

2
Ternopil Regional Municipal Institute of Postgraduate Pedagogical Education,

1 V. Hromnytskoho Str., Ternopil, 46027, Ukraine

[email-masked]

3
Kujawy and Pomorze University in Bydgoszcz,

55-57 Toru&nacute;ska Str., 85-023, Bydgoszcz, Poland

[email-masked]

Abstract. This study aims to substantiate the technology of forming
a successful personality in primary school pupils through implementing
media education, focusing on using praxeological tales. The research
methods include theoretical analysis of literary sources, modelling, and
empirical techniques such as observation, questionnaires, surveys, and
experiments. The results show that praxeological tales, which reflect
the basic rules and factors of achieving success, can be an effective,
innovative media product in shaping successful pupils. The proposed
technology model incorporates praxeological tales and other media
education tools and techniques. An experimental study involving control
and experimental groups of primary school pupils demonstrated that
the percentage of children with a high level of successful personality
development increased from 9.6% to 23.1% in the experimental groups.
In contrast, the percentage of low levels decreased from 42.3% to
20.2%. The findings suggest that forming successful personalities in
primary school through media education using praxeological tales can
help increase pupils’ media literacy, develop key life competencies, and
prepare children for future self-realisation.

Keywords: successful personality • primary school pupils • media

education • praxeological tales • educational technology

1 Introduction

1.1 The problem setting

In the last decade, primary education pedagogy has witnessed a growing interest in
the problem of success. This heightened attention can be attributed to several
factors. Firstly, success is often associated with financial independence or
wealth, and Ukraine, not being among the countries with a high level of
economic development, sees the cultivation of successful personality traits in
children as a potential pathway to overcoming poverty. This education should
commence at the primary school level, as the success of a primary school
child serves as a foundation for achievements in high school and a basis for
life-long self-realisation. Secondly, the introduction of the Concept of a New
Ukrainian School [8] and the New State Standard of Primary Education [2] has
directed the focus of primary school teachers towards developing students’
initiative, entrepreneurship, critical and creative thinking, problem-solving
skills, and self-organisation abilities, which are considered key competencies.
Thirdly, the implementation of media education, the relevance of which is
reflected in the Concept of Media Education Implementation in Ukraine [1] and
Typical educational programs, is another crucial issue in primary education.
Forming a successful pupil through media education enables the development of
media culture, information, and digital competence, which are essential for
success.

However, despite the powerful influence of media on personality, its role in
educating successful pupils is underestimated, particularly in primary schools. The
imperfection or lack of appropriate role models in Ukrainian media, especially
in literary texts, and the misplaced emphasis on values that facilitate goal
achievement can be significant factors contributing to the society’s acute need for an
intellectual elite and effective managers who can lead Ukraine to a prominent
position among states with a high human development index. The analysis of
scientific sources underscores the necessity for a comprehensive approach
to fostering successful personalities in primary school pupils, focusing on
harnessing the potential of media education and developing innovative educational
technologies.

1.2 Literature review

Scientific research on the problems of forming a successful personality is carried
out in several ways: the formation of a successful personality in primary
school, the factors to achieve success, and the role of the media in forming a
successful personality. The significance of childhood success for life self-realisation
and ways of preventing a loser complex are highlighted by Glasser [9], who
wrote in particular: “It is here [in the primary school classroom] that the
child most often forms the lifelong concept of himself as a successful or a
failing person. That is why the impact of school failure is so devastating: it
attacks and destroys the child’s initial identity as a successful person” [9,
p. 39].

Wagner and Ruch [25] have shown the interconnection between character
strengths (such as perseverance, self-regulation, prudence, love of learning, hope,
gratitude, perspective, teamwork, and social intelligence), positive classroom
behaviour, school achievements, because “being the nice student” will make the
grade in just any subject. “It seems rather that character strengths facilitate
achievement-related behaviour that may lead to better school achievements”
[25].

Based on the results of this research, we can affirm that character strengths
directly influence achieving success in school. However, these qualities should be
formed and developed.

Essential to our research is the ideas of MacBeath [19] on the necessity of gaining
experience by a pupil to overcome difficulties to achieve success in the future. In this
context, MacBeath [19] states: “The experience to deal with failure is a hugely telling
indicator of school success and success in later life, the seeds of which are planted
early. That every failure is a learning opportunity has gained the status of a cliché,
but can only become a classroom reality when failure no longer carries high stakes
penalties” [19, p. 61].

A thorough analysis of the problem of the six-year-old children’s success was
conducted by Maksymova [20]. The scientist substantiated the pedagogical conditions
for the achievement of success by pupils in the first grade in their productive activities
in the process of subject-subject interaction and identified the diagnostic tools for the
development of success.

We have interpreted the concept of the “successful personality of the primary
school pupil” based on literature analysis and our research. This is a pupil whose
activity results correspond to the specified goals, which he/she and his/her
surroundings consider successful, based on modern social norms, customs, values, and
standards.

Given the relevance of media education, the researchers investigate the role of
the media in forming a successful personality. The reflection of stereotypes
about human success in media is the subject of scientific research of Carr
et al. [6], Grzeszczyk [12], Kolber [14] and others. Kolber [14] hereby argues that
comparing himself with the ideal created in the media leads to negative consequences
(the appearance of low self-esteem, such a person does not feel happy) [14, p. 79-80].
The positive role of the media in forming a successful pupil is reflected in the works of
Alishev and Gilmutdinov [4], Grynyik [11], Krystopchuk and Yakymchuk [15], and

others, who, studying the factors of success of schoolchildren in Finland and
Singapore, found that the positive ideas of the experience of these countries are the
dissemination in the media of the stories of success in the diligent and disciplined
study and work environment, systematic reading of books, periodicals [4, p. 245], [11,
p. 2].

As the resource base analysis shows, the works of Grant [10], Hill [13], Kukk [16],
etc., are insufficiently popularised in the Ukrainian media. These authors
proved that humanity, compassion, and help to those who need it allow you to
become successful faster than sharp elbows, cruelty and cunning. Children
are fond of fairy tales at primary school and compose them by themselves.
However, there is a lack of fairy tales in which the rules of achieving success
are determined. Tales in which such rules are reflected are interpreted as
praxeological.

1.3 Research question

A thorough analysis of the resource base reveals that the problem of forming a
successful personality in primary school pupils through media education, mainly using
praxeological tales, has not been the subject of a separate study in the context of
Ukrainian primary education. This research gap presents an opportunity to explore
the potential of innovative educational technologies in fostering success-oriented
mindsets and competencies in young learners.

The purpose of this article is to substantiate the technology of forming a successful
personality in primary school pupils through the implementation of media education,
with a specific focus on the use of praxeological tales. As a novel media product,
praxeological tales are hypothesised to effectively shape pupils’ attitudes, values, and
behaviours related to success. By investigating the role of these tales in the broader
context of media education and personality development, this study aims to
contribute to the existing body of knowledge and provide practical insights for
educators and policymakers.

The research question guiding this study can be formulated as follows: How can
the technology of forming a successful personality in primary school pupils be
effectively implemented through media education, with a specific focus on the use of
praxeological tales, to foster key competencies and success-oriented mindsets in young
learners?

Addressing this question requires a comprehensive examination of the theoretical
foundations of success, media education, and personality development, as well as an
empirical investigation of the effectiveness of the proposed technology in real-world
educational settings. The findings of this study are expected to have significant
implications for primary education practices and policies, contributing to the
development of evidence-based strategies for nurturing successful personalities in the
context of the New Ukrainian School reform.

1.4 Research methods

To address the research question and achieve the study’s purpose, a mixed-methods
approach was employed, combining theoretical and empirical research methods. The
use of multiple methods allows for a comprehensive examination of the problem and
provides a more robust foundation for the development and validation of the proposed
technology.

The theoretical methods utilised in this study include:

Functional and structural analysis was used to examine the components and
relationships within the system of forming a successful personality in primary
school pupils, considering the role of media education and praxeological tales.

Interpretive and analytical analysis involved the interpretation and analysis
of literary and informational sources related to the research problem,
enabling the identification of key concepts, theories, and best practices in
the field.

Contrastive and comparative analysis was applied to compare and
contrast different approaches to fostering success in primary school pupils,
highlighting the proposed technology’s unique features and potential
benefits.

Modeling was employed to develop a model of the technology for forming
a successful personality in primary school pupils by implementing media
education using praxeological tales.

The empirical methods used in this study include:

Observation of primary school pupils’ behaviour, attitudes, and interactions
in the context of media education and success-oriented activities.

Questionnaires and surveys were used to collect data on pupils’ perceptions,
experiences, and opinions related to success, media education, and
praxeological tales.

Confirmatory and forming experiment: a quasi-experimental design was
implemented, involving children from the second and third grades of
comprehensive schools in Ternopil, Khmelnytskyi, and Mukachevo. The
experiment aimed to test the effectiveness of the proposed technology in
forming successful personalities among primary school pupils.

The combination of theoretical and empirical methods allows for a comprehensive
investigation of the research problem, providing a solid foundation for developing,
implementing, and evaluating the technology for forming successful personalities in
primary school pupils through media education using praxeological tales.

2 Results

2.1 Media education tools for the formation of a successful personality of
primary school pupils

In primary school, due to the relevance of media education, children now know what
media is and which are. Traditional media used by the pupils of the first-degree
schools include visual (fiction, textbooks, newspapers, magazines, pictures,
photographs), audio (radio), and audiovisual (theatre, television programs).
Innovative ones include a computer, a tablet, a mobile phone, the Internet,
etc. Unfortunately, as evidenced by the analysis of scientific sources and
empirical studies, their ability to form a successful pupil is only partially
used.

The textbooks for primary school (“Literary Reading”, “Ukrainian Language”,
“Mathematics”, “I Am in the World”, and “I Explore the World”) were analysed in
terms of the success problems reflected in them. Of all the educational books, only in
the textbook by Nadiia M. Bibik, “I Am in the World” for the 3rd grade, various
aspects of successful activities are sufficiently thoroughly presented. In particular, the
social and value orientation of specific goals (the story “What to be?”), the formation
of the qualities of a successful person (“Human virtues”, “How to succeed”) is reflected.
After reading these stories, primary school pupils learn that a person is born
to leave a trace behind himself/herself – in memory, in the hearts of other
people; one needs to learn to live for people; to achieve success in life, one
needs to be hard-working, persistent, not postpone what can be done today,
and even anger and rudeness prevent you from achieving a desirable [5, p.
26, 29, 33, 70]. Here is an example of the inventor Edison, an incredibly
hard-working man. There was a ninety (!) per cent of work in the sweat of his brow
reflected in his inventions. The rest relate to talent, inspiration, intuition,
and other coincidences [5, p. 29]. In this textbook, the economic aspects of
success (economy, thrift) are reflected [5, p. 74]. However, in general, in
educational books for primary school students, the problem of success is rarely
reflected fragmentarily without respect to the principle of continuity. We did not
detect the texts where the children were taught the art of defining goals and
analysing their achievements, overcoming obstacles, how communicating properly,
treating time with caution, and helping friends, although such knowledge
is essential for the formation of a key competence for life – the ability to
study.

The fragments of the materials on success are partially presented in fiction and
children’s periodicals.

In periodicals and books, Ukrainian folk art is presented, particularly the
proverbs and sayings, which act on the development of a child completely
opposite. On the one hand, they warn against ambitious plans: “Who flies
high, falls low”, and on the other, they call for persistent work that suits the

vocation.

There are extremely few stories that would form the winner, the builder of the
Ukrainian state.

In Ukraine (and this is proved by Danyliak [7], Semeniako [21], etc.),
periodicals and fiction give way in the struggle for a little user to television, a
computer, a tablet, and a mobile phone. Unfortunately, there are not so
many examples of success. In addition, there is no substantiated system of
work for the formation of the success of a primary school pupil by media
tools.

The analysis of media tools for the formation of success allows us to conclude that
it is necessary to create a new media product that would be interesting, instructive,
would meet modern trends in achieving success. We have created praxeological tales –
fairy tales in which animals share their recipes for success.

2.2 Praxeological tale as a new means of forming a successful pupil

Until recently, the rule (popular among people and broadcast in the media) was that
strong authoritarian persons who had no pity or compassion for others became
successful. Only business and nothing personal – the heroes of the movies like to
repeat. However, such rules of life are survivals of the last millennium. Modern
research (Grant [10], Kukk [16] etc. proves that those people who care about others
become successful the fastest. In particular, Christopher Kukk’s book points to a
common mistake of children who believe that it is impossible to be successful and
help people at the same time [16, p. 16]. That is why the society is becoming so
hostile. However, sensitivity is the value that contributes to achieving the goals. There
is a biological basis for such a conclusion. Studies of the DRD4 gene, which
is responsible for dopamine production, show that the level of success in
school depends on the atmosphere of sensitivity in the classroom [16, p. 12].
Cooperation, but not competition, has been a leading factor in evolution. A
society in which there is mutual support has better chances of prosperity and
survival.

These and other trends of success are reflected in praxeological tales. In particular,
the fairy tale “The Best in the Forest” is about the Striped Tiger who has many
friends: a Hare, a Squirrel, a Hedgehog, an Elk, a Wolf, a Wild Boar and other
animals. The Striped Tiger helped them all and received gifts from them from time to
time. Everyone felt comfortable until one day an Owl organised a competition to
identify who was the fastest, the prettiest and the smartest of all... That is when the
real battles broke out.

The Tiger won all possible titles in the competition among other forest residents.
He was the fastest, the best at long jumping, the most handsome and the
smartest.

The beasts began to envy. The Fox decided that there was some monkey business
and accused the Tiger of bribing the judges. The Wolf was desperately looking for the
gang, ready to pour green paint onto the fine Tiger’s fur in order to prevent him

from boasting. And the Elk was gossiping about the Tiger as not being the
smartest.

The Tiger found himself at a crossroads and was puzzled about whether to get
upset or be happy. How many friends he had lost, and how many enemies he made.
The Owl advised what to do: continue to do good, and the forest will change for the
better [17].

So, the main lesson of the fairy tale is to help friends despite their envy, unjust
accusations, and actions. Even though the winner usually faces difficulties, he should
help his friends even more.

An important rule of success – to do good deeds – is also embodied in the fairy
tale “How to Become a King of Beasts”. The fairy tale is about the little Bear Cub
(awkward, unskillful). He wanted to become successful and asked for advice from a
Lion, the King of Beasts.

And he got the answer: “You will not believe it, Cubby! However, like you, I went
through that all when I was a kid. Other animals did a number on me, too. And then,
I decided to help someone every single day, someone who is more vulnerable than me.
At first, I helped a Mouse, then – a Squirrel, then – a Fox and afterwards – a
Wolf. And I felt myself so strong that now I am not afraid of any beasts!!!”
[17].

Children learn that everyone has his/her path to success. But obstacles cannot be
overcome without good deeds. You can become successful and authoritative by
helping friends who find it difficult to overcome obstacles.

However, the praxeological tale is only one element of the system’s complex work
that needs to be done to form the pupil’s success. Grounding the system of work on
the formation of the primary school pupil’s success using traditional and innovative
media tools, including praxeological tales, remains relevant.

2.3 Model of the technology of forming a successful personality of a primary
school pupil during media education implementation (using praxeological
tales)

To determine the level of formation of a successful personality of primary school
pupils, to prove the work system in this direction, using media education, a study
involving 160 pupils of schools in the cities of Ternopil, Khmelnytskyi, and Mukachevo
was conducted. The results of this research were highlighted in the article
[23].

Pupils were asked to answer the questionnaire.

A list of questions and answers to them (children could choose several answers to
questions 2, 4, 5) is shown in table 1.

Table 1: List of questions and answers of the pupils to a questionnaire.

Question
content

a)

b)

c)

d)

e)

f)

g)

h)

i)

1. Who do
you
consider as
a successful
person?

earning
a lot of
money

16

achieving
what
was
planned

50

respected
by
other
people

36

has a
lot of
different
activities

58

other
variants

2. What
features are
inherent to
a successful
person?

selfconfidence

95

persistence

92

diligence

90

sociability

23

other
features
(write
them)

3. Do you
consider
yourself
a successful
person?

Yes

137

No

23

4. Who is
the
example for
you to
succeed in?

hero of
a fairy
tale or
a story
(write
who)

16

person
you
heard
about
on
the TV
(write
who)

11

mom,
dad

117

a
teacher

13

there
is no
example
to
succeed;

3

other
variants

5. Where do
you get
information
about
success and
successful
people
from?

school
textbooks

17

children’s
magazines
and
newspapers

6

fiction

6

TV
programs

51

radio
programs

1

the
Internet

48

teachers

45

parents

32

theatre
performances

6

6. Choose
your sex

Male

82

Female

78

Therefore, it was found that 85.6% of children consider themselves successful
(almost the same number consider their parents to be successful, since for 73% of the
respondents, their parents themselves serve as examples of success), but
only a third of the respondents correctly understand the concept of “success”
(achievement of the planned result), and another third is mistaken in the
interpretation of “success”, considering that a successful person has many activities,
regardless of the result they get. According to the respondents, the leading
qualities necessary to succeed are self-confidence, diligence and persistence.
At the same time, before the forming stage of the experiment and reading
praxeological tales, pupils did not mention sensitivity as a quality necessary for
success.

The positive aspect may be found in the fact that mom and dad serve as an
example of achieving success for their children. However, unfortunately, rarely (for
6.9% of children) it is a teacher. Children receive information about their success
mainly from television programs, the Internet, and teachers. This result is not
surprising since television and the Internet are the most popular media among pupils.
However, in the context of achieving success, the need to improve the content of
textbooks, increase interest in children’s periodicals, write and read fairy tales on
the themes of success, raise the role of sensitivity and kindness as qualities
necessary for achieving goals, as well as system work of parents and teachers,
aimed at creating media production by children, which would aim them at
success.

The analysis of educational and methodological publications, scientific literature,
children’s media, and empirical research has shown the need for improving the
technology of formation of a successful personality of the primary school pupil during
media education implementation [23], first of all, due to creation in class teams the
environment of sensitivity, kindness; studying, independent writing of praxeological
tales. This technology ensures systemic work, the relevance of which is revealed at the
stage of the survey of children. In modern science, technology is usually called
information and communication and media education technologies. However, it is also
advisable to call technology as such a learning process, which has the characteristics
of technological feasibility: systemic, diagnostic, algorithmic, reproducible,
predictive (the results of an activity match a specific goal), as well as the
following structural components: conceptual and target, content, procedural and
result-analytical.

To substantiate the diagnostic tools of the investigated technology, which allows us
to check whether a high and sufficient level of formation of a successful personality of
a primary school pupil is ensured, the work of scientists on diagnostics of
competencies of primary school pupils in particular media literacy, as well as the
results of empirical research, have been analysed.

In the technology under study, the criteria for forming a successful personality of a
primary school pupil during media education implementation are determined by
value-oriented, cognitive and communicative, activity and creative, evaluative and

analytical [23]. Characteristics of the indicators of the levels (high, sufficient, low) of
the formation of a successful personality of primary school pupils during
media education implementation following the justified criteria are reflected in
table 2.

Table 2: Criteria and indicators of the formation of a successful personality of
primary school pupils.

Indicators of the formation of primary school pupils’
progress

Criteria
for the formation of a
successful personality

Setting the goals (determined, determined without
complying with the rules of goal setting,
non-determined);

the level of differentiation of moral and ethical
values, judgments about the achievement of success
(based on the definition of good and evil characters
in the media, good and bad deeds; qualities
that allow becoming successful): deep evaluative
judgments, different degrees of the depth of
evaluative judgments, evaluative judgments about
the behaviour of the characters of the media are
largely absent.

Valuable and target

Level of awareness of the types and functions of the
media;

level of awareness of success, stages of successful
activity;

level of communication on topics of success in the
media (high, sufficient, low ability to polysubject
interaction)

the dynamics of educational achievement levels.

Cognitive and
communicative

Activity level of actions (high, medium, low);

the level of creative activity and independence
during the creation of media products (first of all
fairy tales) on the theme of success (the ease of
inventing constructive ideas and their independent
realisation, situationally in the production of
creative ideas and implementation with the help of
adults and peers, the rarity in the production of
constructive ideas under the influence of adults and
peers);

the level of realisation in the life of innovations
from the media about success: overcoming obstacles,
performing exercises to increase the success rate
(constantly, occasionally, never);

the level of formation of the ability to adhere to
the rules of safe behaviour when working with
a computer; restrict yourself to accessing modern
technical devices: tablet, gadgets, mobile phone
(high, sufficient, low).

Activity and creative

Analysis of own level of success (adequate with
argumentation, with errors in the argument,
overestimated or undervalued without arguments);

setting the prospects for increasing the formation
of success (expressed skills, partially expressed,
absent).

Evaluative and
analytical

The pupil of a high level of formation of a successful personality can set goals,
establish the relationship between the success of the heroes and their values, be aware
of the main concepts of success, the stages of successful activity, communicate well on
the topic of media success, demonstrates the positive dynamics of educational
achievements; models victorious heroes, write small and creative works, fairy
tales on his/her own, creates projects and drawings, worries about his/her
health, without abusing the length of contacts with the media, uses media
innovations to improve the level of success; adequately determining the level of
success, determines the prospects of self-development using the ideas of media
education.

A pupil of a sufficient level, unlike a representative of a high one, makes
insignificant mistakes in goal-setting, establishing the relationship between the success
of the heroes and their values; in the interpretation of concepts in the field of success
and successful activity, talks about the success of heroes in the media depending on
the situation; the level of educational achievements is either unchanged or a slight
increase is observed, creates media production (fairy tales) on the topic of success
with the help of adults and peers, situationally showing creativity, does exercises
periodically and adheres to the success tips found in the media, sometimes violate
media usage rules; makes errors, defining the level of success, define the prospects
of self-development using the ideas of media education with the help of a
teacher.

As for the low-level children, they are not able to set goals, do not track the
connection between the hero’s values from the media and his success, have elementary
knowledge of success and successful activity or lack of this knowledge, the level of
academic achievement is either unchanged or decreasing, has no model for
imitation, sometimes creates a media product about success with the help of
adults without creativity, often violates media usage rules, cannot and does
not want to adequately determine its level of success and the prospects of
self-development.

The feasibility of some of the indicators can be doubtful for some reasons. For
example, why is it so crucial for a successful person to follow the rules of safe conduct
while working with a computer? Restrict yourself from accessing modern technical
devices: tablets, gadgets, and mobile phones. However, the very safe, rational use of
the media makes it possible to preserve the physical, mental, and spiritual health that
is necessary to succeed.

To determine during the experimental study the levels of the formation of
children’s media literacy, a set of diagnostic methods were proposed: observation,
questionnaires, surveys, and analysis of the products of the child’s activity
(modelled ideal, project about success). Ultimately, the level of formation
of media literacy was determined based on the expert judgment method
(the experts were a teacher, a representative from parents, and the pupil
who carried out the self-assessment). In this case, the child could gain a
maximum of 2 points on the level of expression of the motivational and value

criteria indicators; 4 points – cognitive and communicative with activity
and creativity; and 2 points – evaluative and analytical (total of 12 points).
Representatives of the high level gain from 9 to 12 points, medium – from 5 to 8
points, and low – from 1 to 4 points. This corresponds to the traditional
three-point scale (3 points – high, 2 – medium, 1 – low) of the formation of
competencies.

After conducting the confirmatory experiment, it was found out that 17 (10.6%)
children are at high level, 78 children (48.8% – on medium), 65 children (40.6%) – on
a low level of formation of a successful personality. It was found that the level of
success could be higher due to the development of media competencies and the
positive dynamics of educational achievements.

The analysis of the results of the confirmatory experiment, scientific and
educational and methodical sources made it possible to improve a model of the
technology of formation of a successful personality of a primary school pupil during
media education implementation, supplementing it with an innovative media
product – a praxeological tale (figure 1).

Fig. 1: Technology of formation of the successful personality of a primary school
pupil during media education implementation (using praxeological tales).

Its purpose (formation of a successful personality of a primary school pupil)
corresponds to legislative acts, educational concepts, and the State standard of
primary education. Based on the main principles of these documents, methodological
approaches (systemic, personal, humanistic, informational) and principles are
determined (respect for national traditions, the priority of moral and ethical values,
and aesthetic inspiration). The model of technology reflects the need for the
implementation of the pedagogy of the heart and the pedagogy of success, the main
ideas of which are grounded by Łopatkowa [18], Sukhomlinskii [22]. In our
study, the implementation of the pedagogy of heart means that every child
should feel the love and care of teachers, parents and classmates: a minimum
of competition and a maximum of trust and confidence in the success of
each child at the same time, each pupil feels the need to help peers, older
people.

The content component of the technology embodied the theoretical and
methodological foundations of success, media education tools. The elements of the
procedural component are the algorithm of the actions of the participants of the
pedagogical interaction (pupil, teachers, parents) acting on the principles of
partnership pedagogy; forms of education for children (the creation of electronic
books “Rules of Success Achievement”, “Stories of Success” that ensure continuity in
the formation of success), methods (conversations about media success, exercises,
projects “How to determine life goals”, “Sensitivity and cruelty: which wins?”, “Rivalry
or cooperation: my choice?”, “How to overcome obstacles”, “How to increase
self-esteem”) and forms and methods of working with parents (conversations, pieces of
training).

Diagnostic tools (criteria, level indicators) allow one to verify the effectiveness of
the technology under study.

2.4 Organisation and analysis of the results of experimental research

In order to test the effectiveness of the designed technology, a forming experiment was
carried out in 2018 (the first stage, which involved the introduction of the technology
for the formation of a successful personality of a primary school pupil during
media education implementation) [3]; 2019–2020 (the second stage, during
which the improved technology of formation of successful personality during
media education implementation was introduced; it was based on the use of
praxeological tales as innovative media products, improving the moral and
psychological climate in the children’s team, strengthening the humanisation of pupil
relationships).

Since it is impossible to investigate all the types of activities involving children
(someone is successful in one activity, and someone else in another), we have stopped
on the leading types: studying, media education activities of the primary school
children and their self-improvement activities. Control (106 persons) and experimental
(104 persons) groups of the third-grade pupils (four classes in each group) of
comprehensive schools and educational complexes of Ternopil, Khmelnytskyi, and

Mukachevo were formed. The formation level of their success was diagnosed (the
diagnosis results are presented in table 3). Traditional forms and methods of forming
success were used in control groups and in the experiments. However, as an innovative
component, the developed technology that strengthens the humanisation of
relations between pupils, praxeological tales, as an innovative component, was
introduced.

Table 3: Dynamics of the formation of successful personality levels of primary
school pupils.

Levels

Control group

Experimental group

Before experiment

After experiment

Before experiment

After experiment

High

11 (10.4%)

13 (12.3%)

10 (9.6%)

24 (23.1%)

Sufficient

51 (48.1%)

54 (50.9%)

50 (48.1%)

59 (56.7%)

Low

44 (41.5%)

39 (36.8%)

44 (42.3%)

21 (20.2%)

The implementation of the technology was preceded by preliminary work with the
teachers of the experimental classes that received a specially designed educational
methodological textbook for raising their level of competence in the field of
educational technologies, in particular, media education, information and
communication, and the organisation of successful activities [17, 18, 26]. For
teachers, colloquies and counselling were conducted. Students of Ternopil Volodymyr
Hnatiuk National Pedagogical University and Khmelnytskyi Humanitarian and
Pedagogical Academy were involved in the measurement of the results of the
study.

As technology provides for the formation of a successful personality in
primary school pupils, along with the implementation of media education
and the formation of key competencies for life, in the experimental classes,
pupils’ knowledge of the media, their types and functions, information search,
copyright, safe use of digital media, media communication ethics, etc. has
deepened.

Differences in the formation of a successful personality between control and
experimental groups of children were revealed during the lessons of “Literature
Reading”, “Ukrainian Language”, and “I Explore the World”. While studying each
subject in the experimental classes, attention was focused on the problems of success
(for which the corresponding texts were selected). Particular attention was paid to
overcoming obstacles, and the ways to overcome difficulties were discussed. During
the experiment, acute topics were considered, particularly envy and sincere joy for
friends’ success, whether it was worth creating an ideal and following it,
etc.

The most effective forms of working with primary school pupils were the creation
of electronic books on successful children, watching films about the success of
people with special needs, including the author of the book “Life Without
Limits” [24] an American Nick Vujicic, Italian singer who lost his eyesight,
Andrea Bocelli, a Ukrainian artist Dasha Bezkosta, who having infantile
cerebral palsy, draws pictures using her toes, etc. Effective methods include
an analysis of the behaviour of heroes of stories, praxeological tales, the
justification of which features of the character can help to achieve success;
creation and discussion of various projects, primarily “How to determine life
goals”, “Sensitivity and cruelty: which wins?”, “Rivalry or cooperation: my
choice?”

In both control and experimental groups, key competencies were formed among
pupils following the Concept of the New Ukrainian School [8], the State Standard of
Primary Education [2]. Their formation is undoubtedly an essential factor in
achieving success. So, during the experiment, we predicted an increase in the
formation of a successful personality in both control and experimental groups, which
eventually happened.

According to the results of the forming experiment, 23.1% (24) of the respondents
of the experimental groups were at a high level, 56.7% (59) were at a sufficient level,

and 20.2% (21) were at a low level.

In experimental groups, the percentage of children with a high level of successful
personality development (from 9.6% to 23.1%) has increased, and the percentage of a
low level has decreased (from 42.3% to 20.2%).

In control groups, the number of children at the high level of formation of a
successful personality increased by 1.9%, and of sufficient—by 2.8%. The number of
low-level representatives decreased by 4.7%.

The increase in the formation of successful personality pupils in experimental
groups was due to skilful goal-setting, awareness of the value of media education for
life success, the formation of knowledge about success, successful activity, the creation
of media production on successful activities – fairy tales about success, e-books
“Rules of Success”, “Stories of Success”, “Children-inventors”; the analysis of works in
which a life ideal is represented; projects “Sensitivity and cruelty: which wins?”,
“Rivalry or cooperation: my choice?”, as well as due to children’s compliance with the
media usage rules, and through the study of praxeological tales, the creation of an
environment of mutual support and assistance in the classroom. Positive
impact on the results of the experiment also included the introduction of the
pedagogy of heart, humanisation of relations in the classroom, increasing
the level of formation of children’s teams, raising the level of media culture
of parents, and their awareness of the problems of upbringing a successful
child.

Indicators of pupils who were less subject to changes are the dynamics of their
academic achievement levels, the level of their communicativeness and creativity, and
the definition of their prospects for self-development.

3 Conclusions and prospects for further research

The present study has successfully substantiated the technology of forming a
successful personality in primary school pupils by implementing media education,
specifically focusing on using praxeological tales. The research findings demonstrate
that this innovative approach can effectively address several critical issues, including
enhancing pupils’ media literacy, fostering key competencies for life, and preparing
children for future self-realisation, all of which contribute to strengthening the
Ukrainian state.

As a novel media product, praxeological tales have proven to be a valuable tool
in shaping pupils’ attitudes and behaviours related to success. These tales
emphasise the connection between success and positive character traits such as
sensitivity, humanity, and the ability to support others in need. By incorporating
these tales into the broader framework of media education, educators can
create a nurturing environment that promotes the development of successful
personalities.

The experimental study conducted as part of this research has provided empirical
evidence supporting the effectiveness of the proposed technology. The results show a
significant increase in the percentage of children with a high level of successful
personality development (from 9.6% to 23.1%) and a decrease in the percentage of

low-level development (from 42.3% to 20.2%) in the experimental groups. These
findings underscore the potential of this technology to make a meaningful impact on
the lives of primary school pupils.

The implications of this study extend beyond the classroom, as the formation of
successful personalities in primary school can have far-reaching effects on society. By
equipping children with the necessary skills, knowledge, and attitudes to succeed in
life, educators can contribute to developing a stronger, more resilient, and prosperous
Ukrainian state.

However, it is essential to acknowledge that this study is just the beginning of a
broader exploration of the role of media education and praxeological tales in fostering
successful personalities. Further research is needed to investigate the long-term
effects of this technology and its applicability in diverse educational contexts.
Additionally, the praxeological principles of content formation in primary
education present a promising avenue for future research, as they may offer
valuable insights into the design and implementation of effective educational
interventions.

References

[1]    Kontseptsiia vprovadzhennia mediaosvity
v Ukraini (nova redaktsiia) (2016), URL
https://ms.detector.media/mediaosvita/post/16501/2016-04-27-kontseptsiya-vprovadzhennya-mediaosvity-v-ukraini-nova-redaktsiya/

[2]    Derzhavnyi standart pochatkovoi zahalnoi osvity [The
State Standard of Primary Education)] (2017), URL
https://www.mon.gov.ua/images/standart/derj_standart_pochatk_new.doc

[3]    A typical educational program developed under the
guidance of Savchenko O. Ya., the 1–2 grade (2019), URL
https://mon.gov.ua/storage/app/media/zagalna%20serednya/programy-1-4-klas/2019/11/1-2-dodatki.pdf

[4]    Alishev, T., Gilmutdinov, A.: Singapore experience: Creation of a world
level education system. Educational Studies Moscow (4), 227–246 (2010),
https://doi.org/10.17323/1814-9545-2010-4-227-246

[5]    Bibik, N.M.: I am in the World. The 3rd grade. Osnova, Kharkiv (2014)

[6]    Carr, A., Kariyawasam, A., Casil, M.: A study of the organizational
characteristics of successful
cooperatives. Organization Development Journal 26(1), 79–87 (2008), URL
https://www.proquest.com/openview/06ea12ff5c9e3103fe2f6322688e985a/

[7]    Danyliak, R.Z.: The ideas of moral education of primary school
pupils on the pages of the national children’s periodicals (late
20 th – early 21st centuries). The dissertation for the academic
degree of the candidate of pedagogical sciences in specialty 13.00.01
– general pedagogy and history of pedagogy, Drohobych State
Pedagogical University named after Ivan Franko, Drohobych (2017), URL
https://nrat.ukrintei.ua/searchdoc/0417U001997

[8]    Elkin, O., Hrynevych, L., kalashnikova, S., Khobzey, P.,
Kobernyk, I., Kovtunets, V., Makarenko, O., Malakhova, O.,
Nanayeva, T., Shiyan, R., Usatenko, H.: The New Ukrainian
School: conceptual principles of secondry school reform (2017), URL
https://mon.gov.ua/storage/app/media/zagalna%20serednya/Book-ENG.pdf

[9]    Glasser, W.: Highlights from schools without failure. Educational
Horizons 52(1), 39–42 (1973), URL http://www.jstor.org/stable/42924062

[10]    Grant, A.D.: The personality characteristics of acceptors and
rejectors of the newer educational media among secondary teachers of
wisconsin. British Journal of Educational Technology 3(2), 129–136 (1972),
https://doi.org/10.1111/j.1467-8535.1972.tb00581.x

[11]    Grynyik, S.P.: Sumlinna pratsia: yak finy pobuduvaly uspishnu
systemu osvity [steady work: how finns built a successful system
of education]. Visnyk pisliadyplomnoi osvity (5), 57–64 (2011), URL
http://nbuv.gov.ua/UJRN/Vpo_2011_5_10

[12]    Grzeszczyk, E.: Success: American patterns – Polish realities. Publishing
house IFiS PAN, Warszawa (2003)

[13]    Hill, N.: The Law of Success in 16 Lessons. Tribeca Books (1928)

[14]    Kolber, M.: Wirtualna koncepcja człowieka sukcesu – codzienno&sacute;&cacute;
– rzeczywisto&sacute;&cacute; szkolna [Virtual concept of a man of success – daily
life – school reality]. Przegl&aogon;d Pedagogiczny (2), 78–87 (2016),
https://doi.org/10.34767/PP.2016.02.05

[15]    Krystopchuk, T., Yakymchuk, I.: Mediaosvitni tekhnolohii yak zasib
pidvyshchennia yakosti osvitnoi diialnosti koledzhu [Media education
technologies as a means of improving the quality of college’s
educational activity]. Nova pedahohichna dumka (1), 50–53 (2018), URL
http://nbuv.gov.ua/UJRN/Npd_2018_1_14

[16]    Kukk, C.L.: The Compassionate Achiever: How Helping Others Fuels
Success. HarperOne (2017)

[17]    Kuzma, I.: Praxeological tales. Vector, Ternopil (2019)

[18]    Łopatkowa, M.: Pedagogy of heart. School and Pedagogical Publ. House,
Warsaw (1992)

[19]    MacBeath, J.: Future of Teaching Profession. Leadership
for Learning, the Cambridge Network (2012), URL
https://download.ei-ie.org/Docs/WebDepot/EI%20Study%20on%20the%20Future%20of%20Teaching%20Profession.pdf

[20]    Maksymova, O.O.: Formuvannia uspishnoi osobystosti shestyrichnoho
pershoklasnyka [Formation of a successful personality of the six-year pupil
of the first form]. Zhytomyr State University, Zhytomyr (2013)

[21]    Semeniako, Y.: Sotsialno-pedahohichni problemy suchasnosti:
mediabezpeka ditei doshkilnoho viku [Socio-pedagogical problems of the
modernity: media security of preschool children]. Osvitnii prostir Ukrainy
(8), 137–142 (2016)

[22]    Sukhomlinskii, V.:
Urgent problems of the theory and practice of education. Soviet Education
4(7), 3–12 (1962), https://doi.org/10.2753/RES1060-939304073

[23]    Tereshchuk, H.V., Kuzma, I.I., Yankovych, O.I., Falfushynska, H.I.: The
formation of a successful personality of a pupil in ukrainian primary school
during media education implementation. CTE Workshop Proceedings 6,
145–158 (Mar 2019), https://doi.org/10.55056/cte.374

[24]    Vujicic, N.: Life Without Limits: Inspiration for a Ridiculously Good
Life. WaterBrook (2012)

[25]    Wagner, L., Ruch, W.: Good character at school: positive classroom
behavior mediates the link between character strengths and school
achievement. Frontiers in Psychology 6, 610 (2015), ISSN 1664-1078,
https://doi.org/10.3389/fpsyg.2015.00610

[26]    Yankovych, O., Shorobura, I., Binytska, O., Binytska, K., Czepil, M.,
Karpenko, O., Zharkova,
I., Hladiuk, T., Matiiash, V.: Primary school pupils’ problem-solving skills
formation. Revista Romaneasca pentru Educatie Multidimensionala 12(2),
148–168 (Jun 2020), https://doi.org/10.18662/rrem/12.2/271

Copyright (c) 2024 Hryhorii V. Tereshchuk, Iryna I. Kuzma, Oleksandra I. Yankovych

This work is licensed under a Creative Commons Attribution 4.0 International License.

issn

ISSN 2708-4604 (print)
ISSN 2708-4612 (online)

openaccess

doaj

Make a Submission

Make a Submission

Keywords

acns

ACNS Journals Ring

Educational Technology Quarterly

Science Education Quarterly

CTE Workshop Proceedings

Educational Dimension

Journal of Edge Computing

Actual Problems of Mind

ACNS Conference Series: Social Sciences and Humanities

publisher

Latest publications

counter

This journal is published by the Academy of Cognitive and Natural Sciences (ACNS) and distributed under the terms of the Creative Commons License Attribution 4.0 International (CC BY 4.0).