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Assessment of crop storage structures in Swaziland
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EFFECTS OF MNEMONIC AND PRIOR KNOWLEDGE-BASED INSTRUCTIONAL STRATEGIES ON SENIOR SECONDARY SCHOOL STUDENTS' LEARNING OUTCOMES IN MATHEMATICS IN IBADAN
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Page will reload when a filter is selected or excluded.- A survey was carried out to identify the types of crops popularly stored, the structures commonly used and problems experienced with produce storage in the Kingdom of Swaziland. Respondents included operators of government storage facilities, non-governmental organizations providing food relief, millers, large-scale farms, homesteads and artisans who fabricate metal tanks. Maize, the national staple food, was stored by all homesteads essentially for family consumption. It was the commercial staple crop, the major raw material for the millers and the produce commonly distributed as food aid by the non-governmental organizations. Significant quantities of groundnut, beans, sweetpotatoes, jugobeans and cowpeas were also stored. The crop storage structures found in use were metal silos, bags, platforms, cribs, metal tanks, concrete tanks, warehouses/rooms/old houses, metal/plastic drums, earthen/metal pots, plastic/metal buckets, bottles and tins. Metal silos and warehouses were the predominant structures used for large scale storage. The most common storage structure for maize by smallscale farmers was the metal tank as reported by 78.8% of respondents followed by cribs for both drying and storage (76.3%) and bags for the storage of maize, beans and groundnuts (65.7%) Moisture penetration and condensation, moulding, caking, insect infestation and rusting were some of the problems experienced with metal silos and tanks. In addition to these, the cracking of the solder used at the joints was a common problem with metal tanks. Bags often got torn by rodents that infested the produce. The absence of rodent guards in platforms and cribs encouraged rodent attack on produce stored in these structures. The use of inadequate –sized members and overloading often resulted in buckling and collapse of cribs and platforms. Losses of produce through these sources are a major problem. Remedial measures adopted towards solving these problems included the use of weevil and other types of tablets for produce storage, replacement of rusted and broken parts. The use of rodent glue and cats were also employed as control measures. About 48.2%,35.7%, 70.3% and 81.2% of the respondents expressed satisfaction with the use of bags, platforms, cribs and metal tanks respectively. These groups and those who rated them as unsatisfactory requested for intervention by way of arresting the problems identified with existing storage structures and provision of new ones. The use of rat guards on cribs and platforms should be emphasized; riveted joints on metal tanks should be appropriately spaced to provide structural stability and the amount of solder to minimise or eliminate cracking used. 1 results 1
- Crop storage structures, 1 results 1
- Mathematics is the bedrock of scientific, technological and national development. Despite the importance of Mathematics, poor performance of students in the subject still persists at the secondary school level. The problem has been attributed to several factors which include non-utilisation of instructional strategies that make use of student's prior knowledge and memory such as the Mnemonic and Prior knowledge-based instructional strategies. Studies have shown that these strategies enhanced students' learning outcomes in subjects like Arts and Social sciences, but there is paucity of research on their effects on Mathematics. Therefore, this study determined the effects of Mnemonic-based instructional strategy (MBIS) and Prior knowledge-based instructional strategy (PKBIS) on students' achievement in and attitude to Mathematics in senior secondary schools in Ibadan. The moderating effects of numerical ability and gender were also examined. The study adopted the pretest-posttest, control group, quasi experimental design with 3x2x3 factorial matrix. Two hundred and eighty-eight average students from two public senior secondary schools purposively selected from each of Ibadan North, Ibadan North East, and Ibadan South East local government areas. The participants were randomly assigned to MBIS, PKBIS and Modified lecture method (MLM). The treatments lasted for eight weeks. Instruments used were: Students' Mathematics Achievement Test (r =0.75), Students' Mathematics Attitudinal Scale (r=0.8), Numerical Ability Test (r=0.77). Three operational guides on mnemonic-based instructional strategy, prior knowledge-based instructional strategy and modified lecture method were also used. Seven null hypotheses were tested at 0.05 levels of significance. Data were analysed using Analysis of Covariance and Scheffe post hoc pair-wise comparison test. The treatments were significant on students' achievement in Mathematics (F (3, 284) = 8.96, ?2= 0.03). The MBIS treatment group had higher achievement mean score ( =16.91) than the PKBIS ( =13.07) and control group ( =12.10). There was significant main effect of treatments on students' attitude to Mathematics (F (3,284) =3.93), ?2 =0.03). The treatments in the control group had higher attitude mean score ( =71.39) than MBIS ( =69.01) and PKBIS ( =68.46) groups. Numerical ability had significant effect on students' achievement in Mathematics (F (3,284) =28.86, ?2=0.18), but was not significant on students' attitude to Mathematics. Gender had significant effect on students' achievement (F(2,269) = 26.55, ???????) in and attitude (F(2,269) = 4.29, ????????) to Mathematics. Males performed better than females in achievement test, however, female had better attitude. The two-way and three-way interaction effects were not significant. Mnemonic and Prior knowledge-based instructional strategies improved students' achievement in and attitude to Mathematics regardless of gender, however, the former was more effective. Therefore, teachers should create mnemonics that would link the old and new information in students' memory, assess their knowledge at the start of instruction to make teaching and learning of Mathematics meaningful. Hence, the two strategies should be regularly used for teaching Mathematics at the secondary school level. 1 results 1
- Mnemonic-based instructional strategy 1 results 1
- Prior-knowledge-based instructional strategy 1 results 1
- Senior secondary school Mathematics 1 results 1
- Students' learning outcomes 1 results 1
- Swaziland 1 results 1
- food relief, 1 results 1
- food security, 1 results 1
- metal tank, 1 results 1
- postharvest losses, 1 results 1
- subsistence agriculture, 1 results 1
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