@article {1169,
	title = {HUNGARIAN SECONDARY SCHOOL STUDENTS{\textquoteright} PHYSICAL ACTIVITY PATTERNS WITH REGARD TO GENDER},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {739-752},
	abstract = {The rationale behind the research is the Hungarian government{\textquoteright}s decision to introduce daily physical education lessons in schools. The system was expanded to all grades by the 2016/2017 academic year. It aims to improve students{\textquoteright} health consciousness and sports habits. Hungarian high school students{\textquoteright} physical activity, participation in competitive sport, body mass index and lifestyle determiners were examined with regard to gender. Altogether, 333 students completed the anonymous questionnaire, their average age was 16.12. Their Body Mass Index (BMI) was used to estimate the prevalence of obesity. The association between BMI and lifestyle determiners was analysed. 63.8\% of girls and 70.4\% of boys exercise daily or several times a week. Girls love individual sports, while boys would rather choose team sports. More boys participate in competitive sports (26.2\%) than girls (16.5\%). Both genders{\textquoteright} biology marks are better than those of students who do no sport. 46.81\% of girls and 27.59\% of boys have been on a slimming diet, and a high percentage of girls were on a slimming diet, even those with a normal BMI.  The results suggest that despite having five physical education (PE) lessons every week, students want to get more exercise. However, a lack of time and fatigue prevents them from doing so. Most children chose PE as their favourite subject, but out of all sporting venues it is at school that they like doing sport the least.},
	keywords = {eating habits, physical activity patterns, physical education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.739},
	url = {http://oaji.net/articles/2017/457-1540320558.pdf},
	author = {Veronika V{\'e}gh and Gergely Horzsa and Zsolt B. Nagy and G{\'a}bor Elbert and Henriette Pusztafalvi}
}
@article {1085,
	title = {THE EFFECTS OF USING EDMODO IN BIOLOGY EDUCATION ON STUDENTS{\textquoteright} ATTITUDES TOWARDS BIOLOGY AND ICT},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {483-495},
	abstract = {ICT has gained a vital role within education, helping to facilitate the teaching-learning process. This paper examines the efficacy of the Edmodo interface within biology education in high schools. Two 10th grade classes were studied for a one semester period. Both classes followed the same curriculum, however Edmodo usage was compulsory for the experimental class. Anonymous pre-and post-test questionnaires were filled out by the students and statistically analyzed. The research included 58 students; 34 females and 24 males. Over the course of the semester, the experimental group developed increased feelings of importance towards Biology, whereas no change was observed in the control group. At the end of the semester, the experimental group scores leant favorable towards the positive impact of Edmodo use in the classroom, in comparison to the control group. These results show a positive impact of using Edmodo in the classroom, as a facilitative tool, to improve student comprehension in the participating Hungarian students.},
	keywords = {biology learning, biology teaching, Edmodo, ICT in biology teaching, ICT in education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.483},
	url = {http://oaji.net/articles/2017/457-1509895649.pdf},
	author = {Veronika V{\'e}gh and Zsolt B. Nagy and Csilla Zsigmond and G{\'a}bor Elbert}
}
