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Effects of Self-Directed and Cooperative Learning Strategies on Junior Secondary School Students’ Learning Outcomes in Fine Arts in Ogun State, Nigeria
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Page will reload when a filter is selected or excluded.- African yambean 1 results 1
- Cointegrating regressions 1 results 1
- Fine Arts is one of the five themes broadly taught under Cultural and Creative Arts subjects at the junior secondary school level, which facilitate transfer of knowledge and have practical application in other subject areas. These qualities notwithstanding,many students are still deficient in the rudiments of fine arts (principles and elements of art/ application of colours), and this contribute to the persistent decline in students‟ learning outcomes. Despite the focus of previous researchers on different methods such as computer-assisted instruction and videotape as means of improving students‟ achievement in fine arts, their performance in the subject has not improved. Hence, this calls for the strategies that do not require highly technical facilities that will center on hand-on/mind-on activities such as Self-Directed Learning (SDL) and Cooperative Learning (CL). This study, therefore, examined the effects of SDL and CL Strategies on students‟ achievement in and attitude to fine arts. The moderating effect of creative ability and parental influence were also determined.The study adopted the pretest-posttest, control group, quasi-experimental design. Participants comprised six intact classes of JS2 made up of 180 students from six purposively selected secondary schools in Ogun East Senatorial district. The schools were randomly assigned to Self-Directed Learning, Cooperative Learning and Conventional Method (CON) groups. The treatment lasted six weeks. Four instruments were used: Fine Arts Achievement Test (r = 0.73); Students‟ attitude to Fine Arts Questionnaire (r = 0.72); Creative Ability Test (r = 0.730) and Parental Influence Scale (r = 0.83). Instructional guides for each of the experimental and control groups were employed. Seven null hypotheses were tested at 0.05 level of significance. Data were analysed using Analysis of Covariance and Scheffe‟s post hoc analysis.Treatment had significant main effects on students‟ achievement in Fine Arts (F(2, 165) = 3.67; η2 =.43). Those exposed to SDL had higher achievement mean score (x=21.91), followed by CL (x =20.57) and CON ( x =17.89) respectively. There was a significant main effect of treatment on students‟ attitude to Fine Arts (F(2, 165) = 7.202; η2 = .80). Participants in SDL had higher attitude mean score ( x =84.0) than the CL ( x =83.65) and CON ( x =72.11). There was no significant main effect of creative ability on students‟ achievement in and attitude to fine arts. There was also no significant main effect of parental influence on students‟ achievement in and attitude to Fine Arts. Furthermore, there was no significant interaction effect on parental influence and creative ability on students‟ achievement in and attitude to Fine Arts.Self-directed and Cooperative Learning Strategies enhanced students‟ achievement in and attitude to fine arts. Fine arts teachers in secondary schools should therefore adopt both strategies for improving learning outcomes. Also there is need to train Fine Arts teachers in the use of the strategies 1 results 1
- Genomic-assisted breeding 1 results 1
- Globalisation 1 results 1
- Inclusive growth 1 results 1
- Institutional quality 1 results 1
- Junior Secondary School Students in Ogun State 1 results 1
- Learning outcomes in Fine Arts 1 results 1
- Marker-trait association 1 results 1
- Phenotypic variation 1 results 1
- SNP alleles 1 results 1
- Seed size is an important yield and quality-determining trait in higher plants and is also crucial to their evolutionary fitness. In African yam bean (AYB), seed size varies widely among different accessions. However, the genetic basis of such variation has not been adequately documented. A genome-wide marker-trait association study was conducted to identify genomic regions associated with four seed size traits (seed length, seed width, seed thickness, and 100-seed weight) in a panel of 195 AYB accessions. A total of 5416 SNP markers were generated from the diversity array technology sequence (DArTseq) genotype-by-sequencing (GBS)- approach, in which 2491 SNPs were retained after SNP quality control and used for marker-trait association analysis. Significant phenotypic variation was observed for the traits. Broad-sense heritability ranged from 50.0% (seed width) to 66.4% (seed length). The relationships among the traits were positive and significant. Genome-wide association study (GWAS) using the general linear model (GLM) and the mixed linear model (MLM) approaches identified 12 SNP markers significantly associated with seed size traits across the six test environments. The 12 makers explained 6.5–10.8% of the phenotypic variation. Two markers (29420334|F|0-52:C>G-52:C>G and 29420736|F|0-57:G>T-57:G>T) with pleiotropic effects associated with seed width and seed thickness were found. A candidate gene search identified five significant markers (100026424|F|0-37:C>T-37:C>T, 100041049|F|0-42:G>C-42:G>C, 100034480|F|0-31:C>A-31:C>A, 29420365|F|0-55:C>G-55:C>G, and 29420736|F|0-57:G>T-57:G>T) located close to 43 putative genes whose encoding protein products are known to regulate seed size traits. This study revealed significant makers not previously reported for seed size in AYB and could provide useful information for genomic-assisted breeding in AYB. 1 results 1
- Seed size traits 1 results 1
- Self-directed and Cooperative Learning strategies 1 results 1
- This study examines the relationship between globalisation and inclusive growth by considering the modulating role of institutional quality. To achieve our broad objective, we use data from 45 African economies over 1996–2018 to deter mine the panel cointegration and cointegrating regression association between inclusive growth, globalisation and institutional quality. To determine a suitable estimation technique for the empirical analysis, several pre-estimation tests were conducted. After confirming the existence of cointegration and slope hetero geneity, we adapted the long-run panel cointegrating methods—the fully modified ordinary least squares and dynamic ordinary least squares estimations. The results from both show that aggregate globalisation and its various dimensions have positive and significant effects on inclusive growth. Besides the direct positive impact on inclusive growth, globalisation has indirect positive and significant impact on inclusive growth through institutional quality. Finally, some policy implications are highlighted. 1 results 1
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