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- Basic Science 1 results 1
- Basic Science is a core subject at the basic education level in Nigeria. It is taught to lay foundation for future subjects, such as Biology, Chemistry and Physics. Evidence abound that students dislike, fear and therefore fail the senior secondary science subjects due to inadequate exposure to practical works and skills at the basic education level. Previous studies largely focused on factors affecting teaching and learning of Basic Science practical without emphasis on intervention through regular conduct of laboratory experiments in the subject. This study, therefore, determined the effects of Simulated Laboratory (SL) and Enriched Laboratory Guide Material (ELGM) experiments on students’ achievement and acquisition of Science Process Skills (SPS) in Basic Science in Oyo State, Nigeria. The moderating effects of gender and future career interest in science were also examined. Bruner’s constructivist and Kolb’s experiential learning theories provided the framework, while the pretest-posttest control group quasi-experimental design with a 3x2x2 factorial matrix was adopted. Three local government areas were randomly selected from each of Ibadan (Ibadan South-East, Ibadan South-West, Ibadan North) and Oyo (Afijio, Oyo-East, Oyo-West). Six co-educational public secondary schools were purposively selected based on availability of functional computer and science laboratories. Six randomly selected intact classes of junior secondary three students (130 males and 147 females, ±17 years) were randomly assigned to SL (110), ELGM (60) and Conventional (Expository) Laboratory - CEL (107). The instruments used were: Achievement test in Basic Science (r=0.87), Science process skills test in Basic Science (r=0.72) and Future career interest in Science questionnaire (r=0.99). The treatments lasted seven weeks. Data were analysed using Analysis of covariance and Scheffé post-hoc test at 0.05 level of significance. Treatments had significant main effect (F(2,264)=25.88; partial η2=.16) on students’ achievement in Basic Science. Participants in the ELGM group had highest achievement mean score (24.91) followed by CEL (24.77) and SL (19.40). Future career interest in science had significant main effect (F(1,264)=4.08; partial η2=.02) on students’ achievement in Basic Science. Participants in the Science-Related (SR) group had higher achievement mean score (23.87) than Non-Science Related (NSR) group (22.18). Treatments had significant main effect (F(2,264)=25.51; partial η2=.16) on students’ acquisition of SPS in Basic Science. Participants in the SL group had highest SPS mean score (15.00) followed by ELGM (14.66) and CEL (12.59). Future career interest in science had significant main effect (F(1,264)=17.62; partial η2=.06) on students’ acquisition of SPS in Basic Science. Participants in the SR group had higher SPS acquisition mean score (14.81) than NSR (13.36). There was no significant main effect of gender on students’ achievement and acquisition of SPS in Basic Science. There were no significant two-way and three-way interaction effects on students’ achievement and acquisition of SPS in Basic Science. Enriched laboratory guide material experiment was more effective in enhancing achievement while Simulated laboratory experiment was more effective on acquisition of science process skills. The two modes of laboratory experiments should be adopted for improved achievement and acquisition of science process skills in Basic Science 1 results 1
- Biochemistry 1 results 1
- Computer Science 1 results 1
- Computer Sciience 1 results 1
- Computer-simulated instructional strategy 1 results 1
- Due to the abstract nature of physics, many secondary school students have low interest and perform poorly in the subject. Literature showed that to stimulate students‟ interest, better conceptual understanding and achievement, there is the need to introduce computer-simulated experiments in physics practical classes. Previous studies on the use of computer-simulated experiments in physics practical activities have focused more on students in higher institutions than on secondary school students. This study, therefore, investigated the effects of computer-simulated instructional strategy on senior secondary school (SSS) students‟ interest and achievement in physics practicals in Imo State, Nigeria. It also determined the moderating effect of numerical reasoning ability (NRA)and perceptual reasoning ability (PRA). This study adopted a pretest-posttest, control group quasi-experimental design. Multistage random sampling was used to select 359 of intact classes of SSS II from six secondary schools from Owerri Educational Zone. Participants were randomly assigned to treatment groups: Computer-Simulated Experiment (CSE), Computer-Simulated and Hands-on Experiment (CSHE) and Conventional Hands-on Experiment (CHE). Treatment lasted eight weeks. Instruments were used: Physics Achievement Test (r =0.84), Students‟ Interest in Physics Questionnaire (r =0.85), Numerical Ability Test (r= 0.90), Perceptual Ability Test (r = 0.87), Practical Test (r = 0.84) and Software Package. Seven null hypotheses were tested at 0.05 level of significance. Data were analysed using MANCOVA. Treatment had a significant effect on students‟ achievement and interest in physics practical, (= 0.91, F (4,670) = 8.32, η2= 0.047). Also, treatment had a significant effect on students‟ achievement (F (2,336) = 14.76, p < 0.025, η2 = 0.081) but had no significant effect on interest. Students exposed to CSE performed slightly better ( ̅=38.67;SD=6.86) than those in CSHE ( ̅ = 38.56, SD = 6.85) and CHE ( ̅ = 33.37; S.D = 7.51). The NRA had asignificant effect on achievement and interest in physics practicals (= 0.96, F (4,670) =3.62, η2 = 0.021), Also, it had a significant effect on achievement, (F(2,336)=420,p<0.025,η2= 0.025) but none on interest. Students with low NRA students performed betterthan high and moderate ability students. The NRA had no effect on interest. Also, PRAhad a significant effect on students‟ achievement and interest in physics practicals (=0.95, F (4,670) = 4.84; η2 = 0. 028) as well as a significant effect on students‟ achievement (F(2,336) = 7.89, p <0.025, η2 = 0.045) but none on interest. Students with high PRA performed better ( ̅ = 38.19; S.D. = 8.62) than moderate ( ̅ = 37.56; S.D. = 6.91) and low ( ̅ = 24.49; S.D. = 6.35) abilities. There was a significant interaction effect of treatment and PRA on students‟ achievement and interest (= 0.95; F (8,670) = 2.21; η2 = 0.026). Computer-stimulated experiments enhanced students‟ conceptual understanding and achievement in physics; however, when combined with hands-on experiment, it became less effective. Therefore, curriculum planners and teachers should use the instructional strategy particularly for moderate perceptual ability and low numerical ability students. 1 results 1
- Enriched laboratory guide experiments 1 results 1
- Future career interest in Science 1 results 1
- Hands-on laboratory experiment 1 results 1
- Imo State Secondary school students 1 results 1
- Science process skills 1 results 1
- Simulated laboratory experiments 1 results 1
- Students‟ interest and achievement in physics practical 1 results 1
- This study computationally screened three key compounds (vanillin (VAN), oxophoebine (OPB), and dihydrochalcone (DHC)) derived from Xylopia aethiopica (Guinea pepper), a medicinal plant with known antiviral activity, against key druggable measles virus (MV) proteins (fusion protein (FUP), haemagglutinin protein (HMG), and phosphoprotein (PSP)). Each molecular species was subjected to a 100 ns molecular dynamics (MD) simulation following docking, and a range of postdynamic parameters including free binding energy and pharmacokinetic properties were determined. The docking scores of the resulting OPB-FUP (-5.4kcal/mol), OPB-HMG (-8.1 kcal/mol), and OPB-PSP (-8.0kcal/mol) complexes were consistent with their respective binding energy values (-25.37, -28.74, and -40.68 kcal/mol), and higher than that of the reference standard, ribavirin (RBV) in each case. Furthermore, all the investigated compounds were thermodynamically compact and stable, especially HMG of MV, and this observation could be attributed to the resulting intermolecular interactions in each system. Overall, OPB may possess inhibitory properties against MV glycoproteins (FUP and HMG) and PSP that play important roles in the replication of MV and measles pathogenesis. While OPB could serve as a scaffold for the development of novel MV fusion and entry inhibitors, further in vitro and in vivo evaluation is highly recommended. 1 results 1
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