Personalized Learning and Achievement in Basic Science: An Experimental Report

The study investigated the better strategy to use in fostering achievement and retention in Basic Science considering simulation and demonstration strategies. The study also compared the achievement as well as the retention of female and male students in basic science when exposed to simulation strategy. The research region is Kogi State's Ankpa Education Zone. A multistage sampling strategy was used to choose 120 Basic II students from four schools in the research region. The study used a quasi-experimental design. Data were analyzed using means and standard deviations, while ANCOVA was utilized to test the hypotheses. The study's results indicated that students taught using the simulation technique achieved considerably better mean achievement and retention scores in Basic Science than students taught using the demonstration strategy. Additionally, no significant difference in mean achievement scores between male and female students taught utilizing the simulation teaching technique was discovered. The research demonstrates a substantial difference in the mean retention scores of male and female students in Basic Science who are taught utilizing a simulation technique. Following the findings, it was suggested that Science teachers should use simulation strategy for the teaching of various topics in Basic Science to improve students’ achievement in Basic Science.

This study investigated the Effect of Metacognitive Instructional Strategy (MCIS) on the Self-esteem and Achievement of Students in Basic Science in Nasarawa State, Nigeria. Two research questions guided the study and two null hypotheses were formulated and tested at 0.05 level of significance. Quasi experimental research design of pre-test and post-test of non-randomized and nonequivalent experimental and control group was adopted. The population of the study was 17,761 JS III students from junior secondary schools in the three educational zones in Nasarawa State, during the 2018/2019 academic session. The sample size was 300 JS III students drawn from six intact classes of 50 students, using a simple random technique. Two instruments which comprised of Basic and Achievement Test (BAT), and Basic Science Self-esteem Rating Scale (BSSERS), were developed by the researcher and validated by two experts from the Measurement and Evaluation and Science Education Departments were used for data collection. The internal consistencies of the instruments- BSSERS and BAT were obtained using Cronbach Alpha and Kuder Richardson formula as 0.86, and 0.74 respectively. Descriptive statistics of mean and standard deviation scores were used to answer the research questions while the null hypotheses were tested at a 0.05 level of significance using Analysis of Covariance (ANCOVA). Results showed that metacognitive instructional strategy was more effective in facilitating students’ self-esteem, and achievement in Basic Science than conventional teaching method. The strategy promoted the use of cognitive knowledge of thinking and the acquisition of scientific skills as well as mastering concept and principles of Basic Science. The study recommended adequate training and re-training of teachers on the use of metacognitive instructional strategy model for Nigerian Junior Secondary Schools through workshops and seminars organized by school authorities or Professional bodies such as Science Teachers’ Association of Nigeria.

This study was designed to determine the effects of Learning Activity Package (LAP) teaching method on students’ achievement in basic science and technology with special consideration to the moderating effect of learning styles. A pre-test - post-test quasi-experimental design was adopted for the study. Three hypotheses were formulated to guide the study for data collection and analysis. The sample for the study comprised sixty-nine (69) students from two (2) co-educational junior secondary schools in Ijebu-Ode local government area of Ogun state, Nigeria. Basic science and technology achievement test (BSAT) and learning styles self-assessment questionnaire were used as instruments in collecting data for the study. Data collected were analysed using ANCOVA and MCA in order to determine the magnitude of students’ post-test achievement scores in basic science and technology. Findings of the study showed a significant main effect of teaching strategy on students’ academic achievement in basic science and technology (F (1, 57) = 8.362, P < 0.05). However, no significant main effect of learning styles on students’ academic achievement in Basic Science and Technology (F (1, 57) = 0.070, P > 0.05) was revealed, neither any significant interaction effects of teaching strategies were found. Based on the findings, it was recommended that Learning Activity Package (LAP) teaching method should be incorporated into the teaching of basic science and technology at the junior secondary school level. Furthermore, Learning Activity Package should be particularly introduced into system approach to instruction in basic science and technology at all levels of teacher education.

The importance of affective domain in acquisition of scientific knowledge cannot be overemphasized. Hence, the study investigated students' motivation and academic achievement in Basic Science. Quasi experimental research design was adopted for the study and purposive sampling technique was used to select Emohua Local Government Area. Stratified random sampling on basis of school location (urban and rural) was used to select two UBE schools. While simple random sampling by balloting was used to select one hundred (100) JSS2 Basic Science students that participated in the study. Basic Science Achievement Test (BSAT) was used to collect data for the study and the data collected were analyzed by using mean and standard deviation to answer all the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at.05 level of significance. The study found that, students' motivation have significant effect on their achievement mean scores in Basic Science P<.05. Gender does not have significant effect on achievement mean scores of motivated students in Basic Science, P >.05. School locations have significant effect on mean scores of motivated students in Basic science P <.05. The urban motivated students did better than the rural students. Hence, this study recommends that students should often be motivated in order for them to achieve maximally in acquiring Basic Science skills and knowledge. Rural schools should also be well equipped to boast the achievement of students in Basic Science.

<p>This study examined the effects of peer-led, inquiry-based, and lecture instructional strategies on students’ achievement and retention in basic science in Delta Central Senatorial District. 5 research questions and 5 hypotheses guide the study. The pretest-posttest delayed-posttest planned variation quasi-experimental design was employed for the study. The population of the study consisted of 82,712 JSII basic science students in the 183 public secondary schools. The sample size is 292 basic science students selected from 6 public mixed junior secondary schools. The instrument for data collection, which was duly face and content validated, was the Basic Science Achievement Test (BSAT). The instrument, with a reliability coefficient of 0.79, was established using the Kuder-Richardson Formula – 21 (K-R-21). All research questions were answered using mean and standard deviation, while the hypotheses were tested at a 0.05 level of significance with t-test, and ANCOVA. The study found that; there is a significant difference in the mean achievement scores among students taught basic science using peer-led, inquiry-based and lecture instructional strategies, there is a significant difference in the mean retention scores among students taught basic science using peer-led, inquiry-based and lecture instructional strategies, there is no significant difference in the mean achievement scores of male and female students taught basic science using peer-led, inquiry-based and lecture instructional strategies, there is no significant interaction effect of method and gender on basic science students’ achievement, and there is a significant interaction effect of method and gender on basic science students’ retention. the study, therefore, concluded that the peer-led instructional strategy and the inquiry-based instructional strategy are more effective in enhancing basic science students’ achievement and retention than the lecture method. The study also, amongst others, recommends that basic science teachers should adopt the use of peer-led instructional strategy in teaching basic science in junior and senior secondary schools.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu/0217/a.php" alt="Hit counter" /></p>

The education of girls and women in the areas of Science, Technology, Engineering and Mathematics (STEM) has long been thought of as very crucial for national development. This study investigated whether gender differences might occur in scores attained by Nigerian students on standard subject matter examinations for English Language, Mathematics and Biology in year 2 of Junior Secondary School and Year 2 of Senior Secondary School. Purposive sampling was used to select seven secondary schools in South-South Nigeria. Of the seven schools, four were private and three were public government secondary schools. Scores for 570 students, who were all the students who took the examinations during the 2003-2014 year formed the data for this study. To assess if gender differences exist in students’ examination performances, mean examination scores and standard deviations for males and females were calculated separately within each of the three content areas, as well as means and standard deviations for each gender by school level (Junior Secondary School or Senior Secondary School ) within the content areas. Female students performed significantly higher than male students in English Language. At the junior level, female Mathematics scores are only marginally significantly better; while at the senior level, male scores are somewhat (but not significantly) better than female scores. At the junior secondary level female scores in Biology were significantly higher but at the senior secondary school level, the difference was not statistically significant Based on these findings, recommendations were made to ensure the performance of both sexes.

The study investigated the effects of process-oriented instructional strategies on the spatial abilities of basic science students in Kogi state. Spatial ability contributes immensely to the understanding of science. 702 basic nine students, made up of 316 boys and 386 girls were used for the study. While the experimental group was taught topics in basic science using process-oriented instructional strategies, the control group was taught with lecture method. Variables such as gender and teaching strategies informed the direction of the investigation. Four null hypotheses were formulated and tested at the 0.05 level. Three research instruments; Spatial Ability Test (SAT), reliability 0.81, Basic Science Achievement Test I (BSAT I), reliability 0.87, and Basic Science Achievement Test II (BSAT II) with a reliability of 0.85 were used. Data analysis utilized percentages, frequencies, means, and t-test for independent samples. The results showed that no significant differences in basic science achievement between boys and girls taught by lecture method and those of process-oriented instructional strategies were found. Significant differences were found between the spatial abilities of girls taught by lecture and those taught by process-oriented instructional strategies and between boys taught by lecture and those taught by process-oriented instructional strategies. It was recommended that boys and girls could be taught together; thus solving the problem of space and materials/resources often expensive and relatively scarce in many Nigerian schools. Teachers should emphasize the process-oriented instructional strategies in science teaching.

The sound knowledge of Biology is, to date, is a strong prerequisite to study many Biological and Life Sciences, examples of which include Physiology, Forensic Science, Pharmacy, Medicine, Nursing, Biochemistry, to mention a few. These fields, amongst others, rely on a very important aspect of Biology known as Genetics, which is the study of heredity and variation in living organisms. The field of Genetics intersects with many other life sciences. However, students’ attempts of questions on Genetics in internal and external examinations in senior secondary schools in Nigeria have been very poor over the years because they find the concepts of Genetics hard to understand. The need, therefore, arises to look for ways of dealing with this prolonged problem. This study, therefore, attempted to develop an institutional package and also surveyed the extent to which it is adequate for instructional delivery. The Instrumentation design describes the processes of package development based on the Waterfall Model. The package was validated by thirty (30) Biology teachers who were randomly selected from ten schools in Ijebu-Ode Local Government Area, Ogun State, Nigeria. “Package Adequacy Scale (PAS)” was developed and used for validation purposes. Two research questions were raised in the study and the data collection was analyzed using descriptive statistics of median scores and standard deviation. The result showed that the package was adequate (3.00) for instruction in Genetics due to its quality in terms of lesson contents, graphics, sound, and others. It was suggested, among others, that students should be supplied with modern instructional packages which can aid the teaching and learning of Genetics.

The purpose of this study was to investigate the fit of a hypothesized model of medical students' diagnostic or clinical reasoning skills based on their aptitude for medical school, basic science achievement, and clinical competency measures. A total of 589 medical students who received their MD from 1994 to 2002 participated in this study. Confirmatory factor analysis was used to evaluate the fit of theoretical models of clinical reasoning using measures of basic science and clinical knowledge. The results provided support for a three-factor model of medical student performance (Bentler's Comparative Fit Index = .905, standardized root mean squared residual = .054, root mean squared error of approximation = .105). The clinical reasoning skills of medical students were influenced by an independent relationship between latent variables of basic science achievement and clinical competency. The findings support a theoretical model of diagnostic or clinical reasoning that treats the basic science and clinical knowledge of medical students as distinct domains.

This research paper investigates the efforts made by the Federal College of Education (FCE), Okene, in Nigeria, towards developing middle-level science teachers. The paper explores the concept of middle-level teacher education and its significance in science education. It then delves into a case study of FCE Okene, examining its curriculum, teaching methodologies, and student support systems specifically designed to equip graduates with the necessary skills and knowledge to excel as science educators in middle schools (Primary and Junior Secondary Schools in Nigeria). The paper analyzes the college’s contributions to enhancing science education at the middle level and explores potential areas for further improvement.

This study explored Students’ Motivation for Effective Learning of Basic Science and Technology (BST) among junior secondary school students in Oredo Local Government Area of Edo State, Nigeria. Two research questions were raised, and one hypothesis formulated to guide the study. The sample for the study is three hundred and fifty-two (168 males and 184 females) junior secondary school students from the twelve (12) public junior secondary schools. The survey research design was adopted for the study while the simple random sampling technique was used in selecting the sample. A 10-item Basic Science and Technology Students’ Motivation (BSTSM) Questionnaire was adopted for the study. To establish its reliability, the instrument was administered to 20 students in the study population who were not part of the study sample. Using Cronbach’s alpha statistic, the reliability was computed and found to be 0.71. The instrument was therefore accepted as reliable and administered to BST Junior Secondary Schools two students by the researcher, with the assistance of the teachers and thereafter they were collected and collated for analysis. The data was analyzed using descriptive statistics of mean and standard deviation, while t-test was used in testing the hypothesis at 0.05 level of significance. The findings revealed that students are well motivated for effective learning of BST. It was also found that there is no significant difference between male and female students’ levels of motivation for effective learning of BST. It is recommended among others that the gender balance for students’ motivation for effective learning should be sustained and school management should always provide a conducive learning environment that will be a good recipe for continuous motivation of the students for effective learning.

This study explored how assessment for learning, classroom management strategies, and teacher-student relationships predict students' academic achievement in Basic Science among students in Enugu State. The correlational survey design was employed in the study. The population of the study comprised 21,989 JSS III Basic Science students for the 2022/2023 academic session in public secondary schools. A sample of 400 students determined using Taro Yamen's (1967) formula and drawn through a multi-stage sampling procedure was used for the study. Data was collected using the Assessment Quality Enhancement Scale (AQES) and the Basic Science Academic Achievement Proforma (BSAAP). The internal consistency of the AQES was determined using Cronbach's Alpha reliability method, yielding a reliability estimate of 0.84. The BSAAP, on the other hand, collected existing academic achievement scores of sampled students in Basic Science from their 1st and 2nd term results for the 2022/2023 academic session. Data was analyzed using regression analysis. Results revealed significant predictive relationships between teachers' use of assessment for learning, classroom management approaches, teacher-student relationships, and students' academic performance in Basic Science. Specifically, the correlation coefficients (R) of assessment for learning, classroom management, and teacher-student relationships were 0.53, 0.51, and 0.41, with predictive powers of 28%, 26%, and 16%, respectively. These findings highlight the importance of ongoing teacher professional development, curriculum reform initiatives, and supportive school environments in fostering academic success in Basic Science. The

Over the last decade, we have made great progress in our knowledge and understanding of the pathophysiolgy of sepsis, the mediators involved, and the underlying mechanisms, and yet, until very recently, little advance had been made in the field of sepsis therapeutics. Achievements in basic science and cellular research have not been matched by clinical success, and mortality rates from this disease process have remained virtually unaltered over the past 50 years [1]. Indeed, despite the development of many dozens of new so-called immunomodulatory agents, poor results from clinical trials mean that the treatment of sepsis remains antibiotic therapy, source removal, and organ support. In this chapter we will briefly discuss the reasons behind these ‘failed’ clinical trials before focussing on the recent and exciting results of activated protein C (APC), a drug aimed at the coagulation system, which has been shown to improve mortality rates in patients with severe sepsis.

The aforegoing chapters focused on the description of high-resolution imaging and spectrometry. The current status of the most advanced techniques was described and the prospects for the near and far future were presented. While these achievements are spectacular and noteworthy as a fundamental achievement in basic science in its own right, without correlation to any macroscopic property, they may remain a mere academic exercise without apparent consequence.

The study aimed at ascertaining the validity and reliability of business studies achievement test for senior secondary schools in Nigeria. The study adopted an instrumentation design. The area of the study was Anambra State. The population of the study consisted of all the 23,077 students and 586 business studies teachers in two hundred and sixty-one senior secondary schools in Anambra State. Multi-stage sampling techniques involving two stages were adopted for this study. Thus proportionate stratified and purposive sampling techniques were employed at the first and second stages respectively. This was used to determine the sample size of the study, which was 630 made up of 393 students in senior secondary school one and 238 business studies teachers in Anambra State. The instrument Business Studies Acheivement Test (BSAT) was face validated by five experts, while the content validation was carried out by using a table of specifications which consisted of content areas and behavioral objectives structured after Bloom's taxonomy of cognitive domain. To generate items for Business Studies Achievement Test, the instruments were distributed to 238 business studies teachers by the researcher and his assistants in their respective schools during the 2021/2022 session. Business Studies Acheivement Test (BSAT) was used for data collection, the BSAT was a single multiple-choice objective test with an expected response of either pass (1) or fail. This helped in determining the construct validity of the instrument as well generating items for the business studies achievement test. The generated instrument was pilot tested in six secondary schools in the six educational zones in Anambra state. The developed instrument was found to be valid and reliable with an estimate of 0.96 obtained for placing students in business studies in senior secondary schools in Nigeria. Based on the findings of the study it was recommended that teachers, researchers, and relevant agencies should Relevant educational agencies, teachers, researchers should endeavor to establish the validity of any instrument they develop for any educational purpose to ensure the items are valid and relevant to the subject objective also instrument for educational purposes should be reliable, this will facilitate the better decision for students’ placement and achievement.