T. Muhizi, E. Twarabamenye, F. Ndahayo, A. Hakizimana
In Rwanda, 85% of primary energy comes from biomass. To alleviate this huge dependence, the Government banks on use of alternative sources of energy prioritising solar energy and biogas in rural areas. This paper analyses the use of the two sources in 45 rural institutions in Southern Province, using data collected through desk study and survey. The research reveals that these sources of energy are known in Rwanda, but very few rural institutions are equipped with such systems. Solar energy and biogas are used for lighting and cooking respectively. Their adoption is still government and NGOs driven. Institutions equipped with such systems experience lack of skilled technicians resulting in poor maintenance and malfunctioning. Lack of funds, little insight on the advantages of using the two sources of energy, and existing financial facilities set up by the government to promote their dissemination are major obstacles to their adoption. Therefore, departments in charge of energy should organise awareness campaign for heads of institutions to inform them on the advantages of using these energy sources. They should also set up and run specific training programmes to avail technicians capable of installing, operating and maintaining solar or biogas power systems. Keywords : Rwanda, Southern province, biogas, solar energy, uses, constraints.
{"title":"Biogas and Solar Energy Use in Rural Institutions in Southern Province, Rwanda","authors":"T. Muhizi, E. Twarabamenye, F. Ndahayo, A. Hakizimana","doi":"10.4314/STECH.V3I3.1","DOIUrl":"https://doi.org/10.4314/STECH.V3I3.1","url":null,"abstract":"In Rwanda, 85% of primary energy comes from biomass. To alleviate this huge dependence, the Government banks on use of alternative sources of energy prioritising solar energy and biogas in rural areas. This paper analyses the use of the two sources in 45 rural institutions in Southern Province, using data collected through desk study and survey. The research reveals that these sources of energy are known in Rwanda, but very few rural institutions are equipped with such systems. Solar energy and biogas are used for lighting and cooking respectively. Their adoption is still government and NGOs driven. Institutions equipped with such systems experience lack of skilled technicians resulting in poor maintenance and malfunctioning. Lack of funds, little insight on the advantages of using the two sources of energy, and existing financial facilities set up by the government to promote their dissemination are major obstacles to their adoption. Therefore, departments in charge of energy should organise awareness campaign for heads of institutions to inform them on the advantages of using these energy sources. They should also set up and run specific training programmes to avail technicians capable of installing, operating and maintaining solar or biogas power systems. Keywords : Rwanda, Southern province, biogas, solar energy, uses, constraints.","PeriodicalId":272760,"journal":{"name":"AFRREV STECH: An International Journal of Science and Technology","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123942009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
An anaerobic floating drum digester was used in treating domestic sewage. The volumetric capacity of the digester plant was estimated as 258.99 litres with a 250 litre-gas holder tank. The gas holder tank was fitted into the digester tank with a clearance of about 2cm to allow the former rise freely when biogas is generated in the digester tank. An inlet pipe was introduced for loading the wastes into the digester and an outlet pipe for dislodging, with an overflow pipe which indicates the maximum extent to which the digester could be filled. A gas valve was incorporated at the top of the dome-shaped gas holder to control the gas flow. With the aid of a thermocouple wire fitted into the digester and a multimetre, the temperature of the sewage was monitored at a succession of 4 hours for a hydraulic retention period of 42 days. Sewage was obtained from a freshly dug soak away and fed into the bio-digester through the inlet pipe. Physical, chemical and bacteriological analyses were carried out before and during digestion process on daily basis. Results show that Biochemical Oxygen Demand (BOD) of the sewage before and after treatment was 96.50 mg/l and 55.50 mg/l respectively. The Chemical Oxygen Demand (COD) was 81.60 mg/l and 59.00 mg/l, before and after treatment respectively. The dissolved oxygen (DO) reduced from 124.80 mg/l to 84.30mg/l after a hydraulic retention period of 42 days. These results of the resulting treated water agreed to a reasonable level with the standards slated in the World Health Organisation (WHO, 2006) standards for safe disposal of wastewater. Keywords : Anaerobic bio-digester, domestic sewage, dislodging, thermocouple.
{"title":"Effectiveness of Using Floating Drum Bio-Digester to Treat Domestic Sewage","authors":"K. Adeniran, K. Kareem","doi":"10.4314/STECH.V3I3.4","DOIUrl":"https://doi.org/10.4314/STECH.V3I3.4","url":null,"abstract":"An anaerobic floating drum digester was used in treating domestic sewage. The volumetric capacity of the digester plant was estimated as 258.99 litres with a 250 litre-gas holder tank. The gas holder tank was fitted into the digester tank with a clearance of about 2cm to allow the former rise freely when biogas is generated in the digester tank. An inlet pipe was introduced for loading the wastes into the digester and an outlet pipe for dislodging, with an overflow pipe which indicates the maximum extent to which the digester could be filled. A gas valve was incorporated at the top of the dome-shaped gas holder to control the gas flow. With the aid of a thermocouple wire fitted into the digester and a multimetre, the temperature of the sewage was monitored at a succession of 4 hours for a hydraulic retention period of 42 days. Sewage was obtained from a freshly dug soak away and fed into the bio-digester through the inlet pipe. Physical, chemical and bacteriological analyses were carried out before and during digestion process on daily basis. Results show that Biochemical Oxygen Demand (BOD) of the sewage before and after treatment was 96.50 mg/l and 55.50 mg/l respectively. The Chemical Oxygen Demand (COD) was 81.60 mg/l and 59.00 mg/l, before and after treatment respectively. The dissolved oxygen (DO) reduced from 124.80 mg/l to 84.30mg/l after a hydraulic retention period of 42 days. These results of the resulting treated water agreed to a reasonable level with the standards slated in the World Health Organisation (WHO, 2006) standards for safe disposal of wastewater. Keywords : Anaerobic bio-digester, domestic sewage, dislodging, thermocouple.","PeriodicalId":272760,"journal":{"name":"AFRREV STECH: An International Journal of Science and Technology","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123768649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The effect of the mode of admission on the level of performance of students in NCE Biology was investigated in this study. The study made use of seven years records between 1997 and 2004 when students could be admitted through preliminary studies or by direct entry through JAMB if qualified. The results of the students were analyzed according to their respective mode of admission. Data collected were analyzed with t, f, and Chi square tests as applicable. It was observed that student intake continue to increase from year to year with more females admitted than males within the period under study. Students admitted directly into NCE programme performed significantly better than those that pass through pre-NCE. It was also observed that the mean CGPA reduces as student intake increases. It is recommended that pre-NCE students should be made to write JAMB and Post-JAMB examination to qualify. Keywords : Direct Entry, mode, Pre–NCE, Pre–Male, Pre–Female, Direct Male, Direct Female, Grade Point Average
摘要本研究旨在探讨高考录取方式对学生生物成绩的影响。这项研究使用了1997年至2004年的七年记录，当时学生可以通过预科课程入学，也可以在符合条件的情况下通过学生联系处直接入学。根据学生各自的录取方式对结果进行分析。收集的数据采用t、f和卡方检验进行分析。据观察，学生入学人数逐年增加，在研究期间，女生多于男生。直接进入NCE课程的学生比通过pre-NCE的学生表现明显更好。还观察到，平均CGPA随着学生人数的增加而降低。建议nce前的学生应该参加JAMB和Post-JAMB考试以获得资格。关键词:直接入学，模式，Pre-NCE, Pre-Male, Pre-Female, Direct Male, Direct Female, Grade Point Average
{"title":"Effect of the Mode of Admission on the Performance of NCE Biology Students in Osun State College of Education, Ila Orangun","authors":"A. Farounbi","doi":"10.4314/STECH.V3I3.9","DOIUrl":"https://doi.org/10.4314/STECH.V3I3.9","url":null,"abstract":"The effect of the mode of admission on the level of performance of students in NCE Biology was investigated in this study. The study made use of seven years records between 1997 and 2004 when students could be admitted through preliminary studies or by direct entry through JAMB if qualified. The results of the students were analyzed according to their respective mode of admission. Data collected were analyzed with t, f, and Chi square tests as applicable. It was observed that student intake continue to increase from year to year with more females admitted than males within the period under study. Students admitted directly into NCE programme performed significantly better than those that pass through pre-NCE. It was also observed that the mean CGPA reduces as student intake increases. It is recommended that pre-NCE students should be made to write JAMB and Post-JAMB examination to qualify. Keywords : Direct Entry, mode, Pre–NCE, Pre–Male, Pre–Female, Direct Male, Direct Female, Grade Point Average","PeriodicalId":272760,"journal":{"name":"AFRREV STECH: An International Journal of Science and Technology","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130613709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study examines the effects of oil spillage on soil fertility in Udu Local Government Area of Delta State, with the aim of determining the effects of oil spillage on physical and chemical properties of the soils. Soil samples were collected from two experimental sites namely: oil polluted and non oil polluted plots in the study area. Sixteen (16) plots were marked out at 60m x 60m apart and subdivided into quadrants of 1m x 1m for data collection, soil samples were collected with most probable instruments and analysed for physical and chemical properties in the soil. The result from the analysis revealed that oil spillage has effects on soil fertility in Udu Area of Delta State. The study also revealed that oil spillage adversely affects crop productivity in the area. And the result from the t-test analysis showed t value of 4.863, indicating significant effects of oil spillage on soil fertility in Udu area of Delta state. The study recommended prevention of the occurrence of oil spillage as the best alternative. Others include cleaning up exercise and payment of adequate compensation to affected communities. Keywords : Oil, Spillage, Soil Fertility, Udu Area
{"title":"Effects of Oil Spillage on Soil Fertility in Udu Local Government Area in Delta State","authors":"P. Ugboma","doi":"10.4314/STECH.V3I3.5","DOIUrl":"https://doi.org/10.4314/STECH.V3I3.5","url":null,"abstract":"The study examines the effects of oil spillage on soil fertility in Udu Local Government Area of Delta State, with the aim of determining the effects of oil spillage on physical and chemical properties of the soils. Soil samples were collected from two experimental sites namely: oil polluted and non oil polluted plots in the study area. Sixteen (16) plots were marked out at 60m x 60m apart and subdivided into quadrants of 1m x 1m for data collection, soil samples were collected with most probable instruments and analysed for physical and chemical properties in the soil. The result from the analysis revealed that oil spillage has effects on soil fertility in Udu Area of Delta State. The study also revealed that oil spillage adversely affects crop productivity in the area. And the result from the t-test analysis showed t value of 4.863, indicating significant effects of oil spillage on soil fertility in Udu area of Delta state. The study recommended prevention of the occurrence of oil spillage as the best alternative. Others include cleaning up exercise and payment of adequate compensation to affected communities. Keywords : Oil, Spillage, Soil Fertility, Udu Area","PeriodicalId":272760,"journal":{"name":"AFRREV STECH: An International Journal of Science and Technology","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129874696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study adopted the quasi-experimental research design to examine the alterative teaching methods in secondary chemistry using the cooperative instructional strategy dimension. The sample consists of two hundred and thirty (230) Senior Secondary two (SS II) chemistry students were drawn from three out of ten (10) public secondary schools in Tai Local Government Area of Rivers State, Nigeria. Two research instruments were developed for the study: Researcher’s Instructional Packages for solving Chemistry Problems (RIP) and Chemistry Performance Test (CPT). The instrument was validated and its reliability of the Pearson Product Moment Correlation formula value of 0.62. Three hypotheses were formulated and tested using Analysis of Covariance (ANCOVA). The instrument was administered on both the experimental group and Control group. The results of the analysis showed that there was a significant difference in the performance of chemistry students exposed to cooperative instructional strategy and conventional teaching method. The cooperative instructional strategy was found to be more effective in enhancing better performance of the learners. Some recommendations were also made among which were that the current prevailing teaching and learning approach should be restructured. Key Words : Teaching Approach, chemistry, Cooperative Instructional Strategy, Secondary school, Performance and Students.
{"title":"Enhancing chemistry teaching in secondary schools: An alternative teaching approach","authors":"Jb Nbina, Oa Mmaduka","doi":"10.4314/stech.v3i2.8","DOIUrl":"https://doi.org/10.4314/stech.v3i2.8","url":null,"abstract":"This study adopted the quasi-experimental research design to examine the alterative teaching methods in secondary chemistry using the cooperative instructional strategy dimension. The sample consists of two hundred and thirty (230) Senior Secondary two (SS II) chemistry students were drawn from three out of ten (10) public secondary schools in Tai Local Government Area of Rivers State, Nigeria. Two research instruments were developed for the study: Researcher’s Instructional Packages for solving Chemistry Problems (RIP) and Chemistry Performance Test (CPT). The instrument was validated and its reliability of the Pearson Product Moment Correlation formula value of 0.62. Three hypotheses were formulated and tested using Analysis of Covariance (ANCOVA). The instrument was administered on both the experimental group and Control group. The results of the analysis showed that there was a significant difference in the performance of chemistry students exposed to cooperative instructional strategy and conventional teaching method. The cooperative instructional strategy was found to be more effective in enhancing better performance of the learners. Some recommendations were also made among which were that the current prevailing teaching and learning approach should be restructured. Key Words : Teaching Approach, chemistry, Cooperative Instructional Strategy, Secondary school, Performance and Students.","PeriodicalId":272760,"journal":{"name":"AFRREV STECH: An International Journal of Science and Technology","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133891359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study is designed to identify the problems facing the teaching and learning of Accounting as a vocational subject in secondary schools in Ondo State and to proffer solution. The study population was about 150 senior accounting teachers in those schools that registered students for accounting at the SSC Examination for at least the past five years. Samples of 50 senior accounting teachers, one teacher per school, were selected from eight out of the 18 local government areas. A questionnaire was used for data collection and was validated by experts. The split half reliability coefficients of the two scales in the questionnaire (I8-item problems and 12-item solutions) were 0.85 and 0.75 respectively. Data were analyzed using mean responses, independent t-test and analysis of variance (ANOVA). Findings revealed that 14 out of the 18-items problems were identified and accepted. All the 12-item solution was also accepted. The hypothesis tested showed that there was a significant difference in the perception/rating of the problems by the accounting teachers in public and private schools (t = 2.51, df = 34, P<0.05); (2) There was no significant difference in the perception/rating of the problems by the accounting teachers in either boys, girls only or mixed school (F (2,51) = 0.0143, P < 0.05); (3) There was no significant difference in the perception/rating of the problems by the accounting teachers in the secondary schools in the various local government areas.
{"title":"The Problems in the teaching and learning of Accounting as a vocational subject in Nigeria Secondary Schools","authors":"C. Ezeagba","doi":"10.4314/STECH.V3I2.13","DOIUrl":"https://doi.org/10.4314/STECH.V3I2.13","url":null,"abstract":"This study is designed to identify the problems facing the teaching and learning of Accounting as a vocational subject in secondary schools in Ondo State and to proffer solution. The study population was about 150 senior accounting teachers in those schools that registered students for accounting at the SSC Examination for at least the past five years. Samples of 50 senior accounting teachers, one teacher per school, were selected from eight out of the 18 local government areas. A questionnaire was used for data collection and was validated by experts. The split half reliability coefficients of the two scales in the questionnaire (I8-item problems and 12-item solutions) were 0.85 and 0.75 respectively. Data were analyzed using mean responses, independent t-test and analysis of variance (ANOVA). Findings revealed that 14 out of the 18-items problems were identified and accepted. All the 12-item solution was also accepted. The hypothesis tested showed that there was a significant difference in the perception/rating of the problems by the accounting teachers in public and private schools (t = 2.51, df = 34, P<0.05); (2) There was no significant difference in the perception/rating of the problems by the accounting teachers in either boys, girls only or mixed school (F (2,51) = 0.0143, P < 0.05); (3) There was no significant difference in the perception/rating of the problems by the accounting teachers in the secondary schools in the various local government areas.","PeriodicalId":272760,"journal":{"name":"AFRREV STECH: An International Journal of Science and Technology","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120947004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper documents chemistry teachers’ perceptions of barriers to technology integration into the chemistry lessons. Underlying the study was a conceptual underpinning which focused on the concept of ICT integration, competencies of integration and chemistry curriculum. 13 participants were recruited for the study. Their participation in this research is voluntary. Semi-structured, open-ended interviews were employed as the means for collecting decontextualized statements about barriers to technology integration. The pool of statements obtained was subjected to phenomenographic analysis. A limited number of qualitatively different perceptions of barriers to technology integration were identified as: lack of teacher training, lack of technical support, limited time for teacher planning, computer placement in remote locations making access difficult, budget constraints and basic resistance to change by many teachers. The discussion and implications sections of the paper explore the issues on barriers to ICT integration chemistry instructions in greater depth by pointing out the multifaceted relationship among the barriers as well as recommending ways of overcoming the identified barriers. Key words : Chemistry curriculum, technology integration, pedagogical competencies, technological competencies, teacher perceptions.
{"title":"Nigerian teachers’ perception of barriers to technology integration into the chemistry instructions","authors":"A. Okanlawon","doi":"10.4314/STECH.V3I2.11","DOIUrl":"https://doi.org/10.4314/STECH.V3I2.11","url":null,"abstract":"This paper documents chemistry teachers’ perceptions of barriers to technology integration into the chemistry lessons. Underlying the study was a conceptual underpinning which focused on the concept of ICT integration, competencies of integration and chemistry curriculum. 13 participants were recruited for the study. Their participation in this research is voluntary. Semi-structured, open-ended interviews were employed as the means for collecting decontextualized statements about barriers to technology integration. The pool of statements obtained was subjected to phenomenographic analysis. A limited number of qualitatively different perceptions of barriers to technology integration were identified as: lack of teacher training, lack of technical support, limited time for teacher planning, computer placement in remote locations making access difficult, budget constraints and basic resistance to change by many teachers. The discussion and implications sections of the paper explore the issues on barriers to ICT integration chemistry instructions in greater depth by pointing out the multifaceted relationship among the barriers as well as recommending ways of overcoming the identified barriers. Key words : Chemistry curriculum, technology integration, pedagogical competencies, technological competencies, teacher perceptions.","PeriodicalId":272760,"journal":{"name":"AFRREV STECH: An International Journal of Science and Technology","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123337775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The microorganisms associated with the spoilage of Avocado pear, Persea americana fruits, purchased fresh from various markets in Benin City were investigated. The pour plate method was used for the isolation. A total of nine species of microorganisms were isolated and identified in this study. They comprise of seven bacterial and three fungal species. The seven bacterial species were: Bacillus, Enterobacter, Citrobacter, Acinetobacter, Klebsiella, Aeromonas and Micrococcus sp. Enterobacter sp., Bacillus sp. and Micrococcus sp. occurred in samples obtained from all the markets (Uselu, New Benin, Oliha, and Oba). Citrobacter sp. was isolated only from samples obtained from New Benin, Oliha, and Oba Markets. Klebsiella sp. was isolated from Uselu and Oba markets, while Acinetobacter sp. was isolated only from Oliha market. The three fungi isolates were: Mucor sp., Saccharomyces sp. and Geotrichum sp. whereas Geotrichum sp. and Saccharomyces sp. occurred in samples obtained from all the four markets surveyed. Mucor sp. was present only in samples bought from New Benin and Uselu markets. The bacterial counts range was 5.2 to 6.7 x 10 4 cfu/g, while the fungal count range was 2.6-3.6x10 4 cfu/g. Proper handling methods of Avogado fruits to ensure food safety are discussed.
{"title":"Microorganisms associated with the spoilage of avocado pear, Persea Americana fruits","authors":"Wogu","doi":"10.4314/STECH.V3I2.15","DOIUrl":"https://doi.org/10.4314/STECH.V3I2.15","url":null,"abstract":"The microorganisms associated with the spoilage of Avocado pear, Persea americana fruits, purchased fresh from various markets in Benin City were investigated. The pour plate method was used for the isolation. A total of nine species of microorganisms were isolated and identified in this study. They comprise of seven bacterial and three fungal species. The seven bacterial species were: Bacillus, Enterobacter, Citrobacter, Acinetobacter, Klebsiella, Aeromonas and Micrococcus sp. Enterobacter sp., Bacillus sp. and Micrococcus sp. occurred in samples obtained from all the markets (Uselu, New Benin, Oliha, and Oba). Citrobacter sp. was isolated only from samples obtained from New Benin, Oliha, and Oba Markets. Klebsiella sp. was isolated from Uselu and Oba markets, while Acinetobacter sp. was isolated only from Oliha market. The three fungi isolates were: Mucor sp., Saccharomyces sp. and Geotrichum sp. whereas Geotrichum sp. and Saccharomyces sp. occurred in samples obtained from all the four markets surveyed. Mucor sp. was present only in samples bought from New Benin and Uselu markets. The bacterial counts range was 5.2 to 6.7 x 10 4 cfu/g, while the fungal count range was 2.6-3.6x10 4 cfu/g. Proper handling methods of Avogado fruits to ensure food safety are discussed.","PeriodicalId":272760,"journal":{"name":"AFRREV STECH: An International Journal of Science and Technology","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125411179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study adopted the quasi experimental research design to examine the relative effectiveness of context-based teaching strategy on senior secondary school students’ achievements in inorganic chemistry. The sample consists of 451 SSII chemistry students (224 males and 227 females) drawn from four out of 46 secondary schools in Port Harcourt Zone in Rivers State of Nigeria. Three research questions were answered and three null hypotheses were formulated and tested at the 0.05 level of significance. Stratified random sampling techniques were used in selection and classification of the sample into the experiment and control groups. Inorganic Chemistry Achievement Test (ICAT) was employed in data collection. The instrument was validated and its reliability coefficient was 0.56. The ICAT instrument was administrated on both the pre-test and post- test. The data obtained from the administration of the instrument was analyzed using mean, standard deviation and analyses of covariance (ANCOVA). The study found out that context –based teaching strategy was significantly better than the expository method in enhancing students’ transfer of learning in inorganic chemistry. The result also showed that there was no significant difference in the mean achievement scores of male and female students taught inorganic chemistry using the same method. In the same vein, the rural students performed significantly better than their urban counterparts taught using the context-based teaching strategy. Based on the findings, recommendations were made among which were that context-based teaching strategy be adopted in teaching and learning of inorganic chemistry in the secondary and tertiary levels of the educational systems. Keywords : Context-based, teaching strategy, students, achievement, inorganic chemistry
{"title":"Relative effectiveness of context-based teaching strategy on senior secondary students’ achievement in inorganic chemistry in Rivers State","authors":"Jb Nbina, E. Avwiri","doi":"10.4314/STECH.V3I2.10","DOIUrl":"https://doi.org/10.4314/STECH.V3I2.10","url":null,"abstract":"This study adopted the quasi experimental research design to examine the relative effectiveness of context-based teaching strategy on senior secondary school students’ achievements in inorganic chemistry. The sample consists of 451 SSII chemistry students (224 males and 227 females) drawn from four out of 46 secondary schools in Port Harcourt Zone in Rivers State of Nigeria. Three research questions were answered and three null hypotheses were formulated and tested at the 0.05 level of significance. Stratified random sampling techniques were used in selection and classification of the sample into the experiment and control groups. Inorganic Chemistry Achievement Test (ICAT) was employed in data collection. The instrument was validated and its reliability coefficient was 0.56. The ICAT instrument was administrated on both the pre-test and post- test. The data obtained from the administration of the instrument was analyzed using mean, standard deviation and analyses of covariance (ANCOVA). The study found out that context –based teaching strategy was significantly better than the expository method in enhancing students’ transfer of learning in inorganic chemistry. The result also showed that there was no significant difference in the mean achievement scores of male and female students taught inorganic chemistry using the same method. In the same vein, the rural students performed significantly better than their urban counterparts taught using the context-based teaching strategy. Based on the findings, recommendations were made among which were that context-based teaching strategy be adopted in teaching and learning of inorganic chemistry in the secondary and tertiary levels of the educational systems. Keywords : Context-based, teaching strategy, students, achievement, inorganic chemistry","PeriodicalId":272760,"journal":{"name":"AFRREV STECH: An International Journal of Science and Technology","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129083773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teaching methods are teacher’s skills and manipulations on the subject matter and the desired responses from the learner. With the application of effective method, the teaching of agricultural science will be facilitated. The study compared the influence of lecture method and demonstration method on the teaching of agricultural science. One research question and one null hypothesis guided the study. The design of the study was descriptive survey design. 266 senior secondary school students from 6 schools in Bende Local Government Area formed the sample. A questionnaire structured by the researchers on 4 point response scale was used for data collection. The reliability of the instrument was calculated to be 0.60 using Cronbach alpha. Mean ratings were used in answering the research question while correlation was used to analyse the null hypothesis at P<0.05 level of significance. The findings revealed that demonstration is one of the best methods used in the teaching of agricultural science in senior secondary schools. The findings equally revealed that demonstration method exposes students more to all the practicals in agriculture and equally enhances understanding. Based on the findings, recommendations were made among which are that government should ensure that all the practical facilities, machineries and tools needed for the teaching of agricultural science are provided in schools. Student teachers should be employed in schools.
{"title":"Comparative study of the influence of lecture and demonstration methods on the teaching of Agricultural Science in Senior Secondary Schools in Bende Local Government Area","authors":"J. Obunadike, Cc Omeye","doi":"10.4314/STECH.V3I2.14","DOIUrl":"https://doi.org/10.4314/STECH.V3I2.14","url":null,"abstract":"Teaching methods are teacher’s skills and manipulations on the subject matter and the desired responses from the learner. With the application of effective method, the teaching of agricultural science will be facilitated. The study compared the influence of lecture method and demonstration method on the teaching of agricultural science. One research question and one null hypothesis guided the study. The design of the study was descriptive survey design. 266 senior secondary school students from 6 schools in Bende Local Government Area formed the sample. A questionnaire structured by the researchers on 4 point response scale was used for data collection. The reliability of the instrument was calculated to be 0.60 using Cronbach alpha. Mean ratings were used in answering the research question while correlation was used to analyse the null hypothesis at P<0.05 level of significance. The findings revealed that demonstration is one of the best methods used in the teaching of agricultural science in senior secondary schools. The findings equally revealed that demonstration method exposes students more to all the practicals in agriculture and equally enhances understanding. Based on the findings, recommendations were made among which are that government should ensure that all the practical facilities, machineries and tools needed for the teaching of agricultural science are provided in schools. Student teachers should be employed in schools.","PeriodicalId":272760,"journal":{"name":"AFRREV STECH: An International Journal of Science and Technology","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129175772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：