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Determinants of Work-Related Risks among Veterinary Clinical Students in South West Nigeria
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Effects of mentoring and field study instructional strategies on students’ learning outcomes in climate change concepts in social studies in Lagos state
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Modelling determinants of geographical patterns in the marital statuses of women in Nigeria
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PREVALENCE AND TYPES OF FALL-RELATED INJURIES AMONG UNDER FIVE CHILDREN IN IBADAN NORTH LOCAL GOVERNMENT AREA, N...
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Kin Endogamy and the Blood Taint in Ancient Egypt and Nigeria
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The incessant cases of pedophilia in Nigeria: law to the rescue?
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Page will reload when a filter is selected or excluded.- Biology 21 results 21
- Natural Sciences 21 results 21
- Natural Sciences — Life Sciences 21 results 21
- Nigeria 2 results 2
- Science process skills 2 results 2
- Achievement in biology 1 results 1
- Achievement in biology Practical skills in biology 1 results 1
- Africa 1 results 1
- Anchored and cognitive flexibility strategies 1 results 1
- Animal wastes, 1 results 1
- Animation and video-based flipped classroom strategies 1 results 1
- Attitude to biology 1 results 1
- Background: The Institute of Human Virology Nigeria (IHVN) – Human Heredity and Health in Africa (H3Africa) Biorepository (I-HAB) seeks to provide high-quality biospecimens for research. This depends on the ability of clinical research sites (CRS) – who provide biospecimens – to operate according to well-established industry standards. Yet, standards are often neglected at CRSs located in Africa. Here, I-HAB reports on its four-pronged approach to empower CRSs to prepare high-quality biospecimens for research. Objectives: I-HAB sought (1) to assess a four-pronged approach to improve biobanking practices and sample quality among CRSs, and (2) to build human capacity. Methods: I-HAB partnered with two H3Africa principal investigators located in Nigeria and Ghana from August 2013 through to May 2017 to debut its four-pronged approach (needs assessment, training and mentorship, pilot, and continuous quality improvement) to empower CRSs to attain high-quality biospecimens. Results: Close collaborations were instrumental in establishing mutually beneficial and lasting relationships. Improvements during the 12 months of engagement with CRSs involved personnel, procedural, and supply upgrades. In total, 51 staff were trained in over 20 topics. During the pilot, CRSs extracted 50 DNA biospecimens from whole blood and performed quality control. The CRSs shipped extracted DNA to I-HAB and I-HAB that comparatively analysed the DNA. Remediation was achieved via recommendations, training, and mentorship. Preanalytical, analytical and post-analytical processes, standard operating procedures, and workflows were systematically developed. Conclusion: Partnerships between I-HAB and H3Africa CRSs enabled research sites to produce high-quality biospecimens through needs 1 results 1
- 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
- Bayesian analysis 1 results 1
- Biobank 1 results 1
- Biology is a compulsory subject for pre-degree science students in Nigerian universities; however, a decline in students’ performance in practical biology has been observed. Previous studies focused on strategies of teaching practical biology with little attention on animation and video-based flipped strategies. This study, therefore, determined the effects of Animation-based Flipped Classroom Strategy (AFCS) and Video-based Flipped Classroom Strategy (VFCS) on pre-degree students learning outcomes (achievement in, attitude to and practical skills) in practical biology in Southwestern Nigeria. The moderating effects of gender and computer self-efficacy were also examined. Constructivist social learning theory provided the framework, while the pretest-posttest control group quasi-experimental of 3x3x2 factorial matrix was adopted. Purposive sampling technique was used to select 174 pre-degree students (69 males, 105 females) from three state universities (Adekunle Ajasin,Tai Solarin and Osun State) offering pre-degree programme. The universities were selected based on availability of functional Science laboratories. Participants were assigned into AFCS (71), VFCS (51) and control (52) groups, while treatment lasted eight weeks. Instruments used were Biology Practical Achievement Test (r=0.82), Students Attitude to Biology Questionnaire (r=0.73), Biology Practical Rating Skill Scale (r=0.81), Computer Self-efficacy Questionnaire (r=0.88) and instructional guides. Data were analysed using Analysis of covariance and Scheffe post-hoc test at 0.05 level of significance. There were significant main effect of treatments on achievement (F(2,155) =4.08, partial η2 = 0.05), attitude (F(2,155) = 2.93,partial η2 = 0.04) and practical skills (F(2,155) = 23.90, partial η2 = 0.24) in practical Biology. Students in the AFCS had the highest achievement mean score (23.48) followed by VFCS (21.05) and the control (19.11) groups. There was a significant main effect of gender on students’ Achievement (F(1,155) = 4.08, partial η2 = .03). While the female participants scored the higher mean score (22.60) than their male (19.83) counterparts. There was a significant two-way interaction effects of treatment and gender on students’ practical skills in Biology (F(2,155) = 4.10, partial η2 = 0.05), in favour of female students in the animation-based group. There were no three-way interaction effects of treatment, gender and computer self-efficacy on students’ learning outcomes in practical Biology. Animation and video-based flipped strategies were effective in improving pre-degree students’ achievement, practical skills and attitude to practical Biology in Southwestern Nigeria. There is the need to adopt these strategies for teaching pre-degree Biology students. 1 results 1
- Biology is a core science subject offered in Nigerian Senior Secondary Schools (SSS). However, students‘ achievement in the subject in Oyo State is not encouraging, a trend which probably is due to their poor attitude, low practical skills and teacher-centered teaching strategies. Scholars have thus indicated the need for the adoption of active learning instructional strategies to address this deficiency. Literature have documented the effectiveness of these strategies in enhancing students‘ learning outcomes in Physics and Chemistry but no such studies have been carried out on students‘ achievement in Biology. This study, therefore, determined the effects of Experiential Learning (ELS) and Generative Learning (GLS) Strategies on students‘ academic achievement, attitude to and practical skills in Biology in Oke-Ogun area of Oyo State. The moderating effects of gender and mental ability were also examined. The study adopted pretest-posttest control group, quasi-experimental design with a 3x2x3 factorial matrix. Random sampling was used in selecting three Local Government Areas (LGAs) from Oke-Ogun area of Oyo State. Purposive sampling was used to select nine SSS across the LGAs while an intact class of Senior Secondary Students I was selected from each of the schools for a total of 428 participants. Participants were randomised to ELS, GLS and Control groups, while the treatment lasted 12 weeks. Seven instruments were used: Biology Achievement Test (r=0.74), Students Attitude to Biology Questionnaire (r=0.82), Biology Student Skills Rating Scale (r=0.74), Mental Ability Test (r=0.86) and Instructional guides on ELS (π=0.75), GLS (π=0.78) and control (π=0.76). Seven null hypotheses were tested at 0.05 level of significance. Data were subjected to analysis of covariance, multiple classification analysis and Scheffe post-hoc test. Results showed that treatment had a significant main effect on students‘ achievement score (F(2,410)=522.20,ᶯ2= 0.07) and practical skills(F(2,410)=1299.30,ᶯ2= 0.86) but not on attitude. Participants in ELS had highest achievement scores (=20.14), followed by those in GLS (=17.69) and control (=5.59). Also participants in ELS had the highest enhanced practical skills (=22.56) than those in GLS (=19.66) and control (=9.58). There was a significant main effect of mental ability on students‘ academic achievement in Biology (F(2,410) =5.6, ᶯ2=0.22) but not on gender. Students with high mental ability had higher adjusted mean score (=17.55) than those with low mental ability (=13.60). The two-way interaction effects of treatment and mental ability on students‘ achievement, attitude to and practical skills was not significant. The two-way interaction effects of treatment and gender on students‘ achievement, attitude to and practical skills was not significant. The three-way interaction effect of treatment, gender and mental ability on students‘ achievement, attitude to and practical skills was not significant. The experiential and generative learning strategies enhanced students‘ achievement and practical skills in Biology in Oke-Ogun area of Oyo State. The two strategies should therefore be adopted in teaching Biology to senior secondary school students. 1 results 1
- Biology is a very important science subject offered by students in senior secondary schools. Students’ performance in the subject has been reported as poor. Various instructional strategies have been used without much improvement in students’ achievement and demonstration of practical skills. Studies have shown that teacher-centred techniques employed over the years did not yield desired result. This study examined the effects of problem-solving and guided inquiry instructional strategies on students’ achievement and practical skills in Biology. The study also examined the moderating effects of career aspiration and gender. The study was guided by the theory of constructivism. The pretest-posttest control group quasi-experimental design using a 3x2x2 factorial matrix was adopted. Multistage sampling procedure was employed. Two Local Government Areas were randomly selected from the existing two clusters of Ibadan educational zones. Three schools were purposively selected from each Local Government area with consideration for type of school and functional laboratory. Two schools were randomly assigned to each of experimental and control groups. Two hundred and forty students participated in the study. Instruments used were Biology Achievement Test (r = 0.78), Test of Practical Skills (r = 0.82), Career Aspiration Interest Scale (r = 0.78) and Instructional Guides. Data were analysed using descriptive statistics, Analysis of Covariance and Sidak post-hoc test at 0.05 level of significance. The results showed that there was a significant main effect of treatment on students’ achievement (F(2,228) = 9.69; partial Ƞ2 = .07) and students’ practical skills (F(2,228) = 66.38; partial Ƞ2 = .36) in Biology. Students in the guided inquiry group had the highest mean score ( = 15.09) followed by those in problem-solving ( = 12.78) and demonstration ( = 11.62). The highest mean scores in practical skills was obtained by those in guided inquiry ( = 53.25) followed by those in problem-solving ( = 52.48) and demonstration ( = 33.31) groups. There was a significant effect of career aspiration on students’ practical skills (F(2,228) = 4.33; partial Ƞ2 = .02) but not on achievement. Students in the biological science had higher mean score ( = 48.49) than their counterparts in physical science ( = 42.27). There was interaction effect of treatments and career aspiration on students’ achievement (F(2,228) = 3.43; partial Ƞ2 = .03) but not on practical skills. Participants in biological science had higher mean score ( = 16.76) than their counterparts in physical science ( = 13.42), when guided inquiry strategy was used. There was significant interaction effects of treatment, career aspiration and gender on students achievement (F(2,228) = 4.27; p partial Ƞ2 =.02) but not on practical skills. Male biological science students in guided inquiry group had higher mean score ( = 16.85) than their female counterparts ( = 16.66). Guided inquiry strategy was the most effective in improving female students’ achievement and practical skills demonstration in biological science. Teachers should be encouraged to use guided inquiry strategy in teaching biology among female students 1 results 1
- Biology practical 1 results 1
- Biotechnology 1 results 1
- COVID-19 is a disease caused by a virus called Severe Acute Respiratory Syndrome Coronavirus 2 (SARS – CoV-2) which affected all sectors of human endeavours (including the education sector) globally and resulted in the loss of lives. Owing to this, the World Health Organization (WHO) on the 11th of March 2020, declared the disease a global pandemic. In the same vein, the Nigeria Centre for Disease Control (NCDC) disseminated requisite information on appropriate practices relating to the disease to its populace. This study is therefore designed to assess senior secondary school Biology teachers’ and students’ practices related to COVID-19 in Oyo State, Nigeria. The study adopted a descriptive research survey design with two research questions, and one research hypothesis. The sample size of the study included 620 Biology students (31 students per school) and 20 Biology teachers (1 teacher per school) from 20 senior secondary schools across 5 five Local Government Areas in Oyo State. Two research instruments were used to collect data from respondents, these were Teachers’ Practices related to COVID-19 Test (r = 0.9), and Students’ Practices related to COVID-19 Test (r = 0.85). The data were analysed using descriptive statistics such as per centage (%), mean, and standard deviation; and inferential statistics such as Pearson Product-Moment Correlation Coefficient. This study revealed that there were high levels of Biology teachers’ and students’ proactive practices (74.11% and 62.68% respectively) related to COVID-19 that had a strong positive relationship which is significant (r = 0.69; p<0.05) between them. Conclusively, the study revealed that teachers’ and students’ participants had good practices related to COVID-19. It is an assurance that the participants were proactively prepared in relation to the disease if there should be a resurgence. To improve on the current state of Biology teachers’ and students’ preparedness it was therefore recommended that the government should innovate the current senior secondary school Biology curriculum by including contents that will appreciably help teacher and students have necessary knowledge on protective practices regarding the viruses; train teachers on COVID-19; and include Information and Communication Technology in all public schools’ academic activities. 1 results 1
- Career aspiration 1 results 1
- Climate change concepts 1 results 1
- Climate change is an environmental challenge that needs urgent attention. It is for this reason it is taught in Social Studies at the Junior Secondary School level to impart environmental knowledge. Literature was largely descriptive survey on awareness, perception and attitude to climate change without considering instructional interventions. This study determined the effects of mentoring and field study instructional strategies on students’ learning outcomes in climate change concepts in Social Studies in Lagos State. It also examined the moderating effects of gender and school location. The Constructivist, Eco-biological system and Social-learning theories provided the framework. The study adopted pretest-posttest, control group, quasi-experimental design of 3x2x2 matrix. Six public Junior Secondary Schools (JSS) were purposively selected from Lagos Island and Lagos Mainland Education Districts, Lagos State. The justification for the choice of these districts is that Lagos Island schools are mostly bounded by creeks and rivers while Lagos Mainland schools are mainly upland. Six intact JSS classes (one per school) comprising 284 students (143 males and 141 females) were randomly assigned to Mentoring (100), Field study (96) and Conventional (88) strategies. Treatment lasted ten weeks. Instruments used were: Students’ Knowledge of climate change test (r=0.77); Students’ attitude to climate change questionnaire (r=0.96); Climate change reduction practice questionnaire (r=0.96), and Instructional Guides for Mentoring, Field study and Conventional Strategies. Data were analysed using Analysis of Covariance and Scheffe post-hoc test at 0.05 level of significance. Treatment had significant main effects on students’ knowledge of climate change concepts (F(2,271) =11.86, η2=0.08), attitude (F(2,271)=8.74; η2= 0.06), and reduction practices (F(2,271) = 12.72; η2= 0.09). Students in mentoring strategy group had highest mean knowledge score (x ̅=12.35), followed by their counterparts in field study (x ̅=11.88) and control group (x ̅=10.67). For students’ attitude to climate change concepts, (F(2,271)= 8.74; η2= 0.06), control group had highest score (x ̅=42.36), followed by those in field study strategy group (x ̅= 41.67) and mentoring strategy group (x ̅ = 40.08). Field study strategy( x ̅ = 45.57) and mentoring strategy group (x ̅=45.00) scored higher than the control group (x ̅=40.86) in climate change reduction practices.There was a significant interaction effect of treatment and school location on knowledge of climate change concepts (F(2,271) = 3.45; η2= 0.03), and attitude scores(F(2,271) = 4.37;η2= 0.03) of students from Lagos Island and Mainland schools. There was no significant interaction effect of treatment and school location on the climate change reduction practices scores of students from Lagos Island and Mainland schools.The two-way interaction as well as the three-way interaction effects were not significant. Mentoring and field study instructional strategies were effective in enhancing students’ learning outcomes in climate change concepts in Social Studies in Lagos state, Nigeria. Teachers should adopt these strategies for effective teaching and learning of climate change concepts in Social Studies. 1 results 1
- Cognitive style 1 results 1
- Cohabitation 1 results 1
- Criminal justice 1 results 1
- Developing country 1 results 1
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