Basic Science Achievement Research Articles

Looking back at the achievements of functional food science in japan.

Functional food science in Japan actively began approximately 40 years ago in the form of specific research projects funded by Grants-in-Aids for Scientific Research from the Ministry of Education, Science and Culture. Then, a new category of healthy food, i.e. "Food for Specified Health Use" (FOSHU), was established. Toshihiko Osawa organized and held the 1st International Conference on Food Factors in Hamamatsu, Japan, in 1995. As examples of key achievements in basic science, the chemical identification of numerous active principles in foods, elucidation of their metabolism pathways, and mechanistic findings by using "omics" technologies and the discovery of target molecules are remarkable. However, whether FOSHU truly contributes to public health is still unknown. In this mini-review, the author looks back on functional food science in Japan to date and, at the same time, describes the prospects to share a vision of the future in the next 10 years.

Assessing the Potentials of Compurized Adaptive Testing to Enhance Mathematics and Science Student’t Achievement in Secondary Schools

This study focuses on Computerized Adaptive Testing (CAT), designed to provide Mathematics and Basic Science teachers in secondary schools with an innovative method of assessment, that can enhance student’s achievement. A descriptive survey design was adopted for the study. Three research questions and two null hypotheses were formulated to guide the study. Using purposive sampling technique, a sample size of four hundred (400) Junior secondary three (JSS3) students and four private schools with computer laboratories in Akwa Ibom State were selected for the study. Each group had 100 members with mixed Mathematical and Basic Science competencies of high, medium, and low. The instrument for data collection was a Mathematics and Basic Science Computerized Adaptive Test (MABSCAT) developed by the researchers, tested, and modified after trial testing.Descriptive statistics, one-way ANOVA was used to analysed the data. Results indicated that: test lengths, testing times, and Mathematical and Basic Science competencies were significantly different at p=0.05 among four groups of stopping criteria (SEE ≤ 0.20, SEE ≤ 0.30, SEE ≤ 0.40 , and SEEm- SEEm-1 ≤ 0.005); test lengths and testing times were significantly different at p=0.05 among the three groups of Mathematical and Basic Science competencies (low, moderately high, and high); and there were 72.25 %, 16.75%, and 8% of the students having a moderately high, low, and high Mathematics and Basic Science achievement respectively. It was recommended among others that, Government should establish item banks, CAT should be introduced in assessment of learning for the actual abilities of the students to be tested with sufficient accuracy.

Evaluating the Effectiveness of Home Science Experiences as Mental Scaffold in the Teaching and Learning of Basic Science

The study evaluated the effectiveness of children’s home experiences as mental scaffold in teaching and learning of Basic Science in Primary schools in Akwa Ibom State, Nigeria. The research design was Quasi Experimental. A sample size of 458 primary five pupils from public and private schools was used. The instrument for data collection was the Basic Science Achievement Test (BSAT), which was trial tested and analyzed using Kuder Richardson 20 (Kr20) formula and a reliability co-efficient of 0.78 obtained. Twelve intact classes were used for data collection ; 6 from urban and 6 from rural schools; 6 private and 6 public. One of the classes sampled constituted the experimental group and the other one the control group. Pre-test was then administered to the two groups and after three weeks of treatment, a post-test administered. A retention test was further administered after two weeks. The scores obtained from pre-test, post-test and retention test were analyzed using mean, standard deviation and analysis of covariance (ANCOVA). The result revealed that children’s home experiences which served as mental scaffold significantly enhanced their ability to retain and recall scientific concepts. The result further revealed that school location had significant effect on the learning achievement of pupils in the study as subjects in rural schools performed significantly better than those in urban areas. Also, pupils in public schools outperformed their counterparts in private schools. It was then recommended among others that educational authorities and organizations should offer professional development through seminars and conferences to support the use of mental scaffold.

ENHANCING STUDENTS’ ACADEMIC ACHIEVEMENT IN BASIC SCIENCE: THE ROLE OF ASSESSMENT FOR LEARNING, CLASSROOM MANAGEMENT, AND TEACHER-STUDENT RELATIONSHIPS

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 implications of these results underscore the critical role of effective teaching practices and positive teacher-student interactions in enhancing students' academic achievement.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0258/a.php" alt="Hit counter" /></p>

Influence of Social Media Usage on Science Students’ Academic Achievement and Behaviour in Two School-Types in Nigeria

Students’ achievements and behavior have continued to dwindle over the years and are getting worse in Nigeria with advancements in technology. Both Public and Private school students who have access to Android phones for social networking are spending less time studying after school. This paper was carried out to find out how the time spent on social media can influence the basic science achievement and behavior of secondary school students from two school types. The study sample consisted of 180 junior secondary schools three students of Delta State public and private schools who had access to an Android phone for social media activities after school. Four research hypotheses guided this study. The research instruments used were the social media time questionnaire (SMTQ) with a reliability coefficient of 0.66 and the 2020/2021 academic session results of the students. Access to their results made it possible to compare their basic science and behavioral achievements. The data contained no significant outliers (p=0.054 Kolmogorov-Smirnov- normality test). Data analysis was done using descriptive, t-test, and 2-way ANOVA statistics. Results showed differences in Basic science achievement in favor of private schools and differences in behavior assessment in favor of public schools but the differences were not significant (p= 0.242; p= 0.656). No significant interactions were found between social media usage time and school type on students’ behavior [p=0.470] and basic science achievement [p= 0.549]. Major recommendations are the emphasis on a reduction in social media usage times irrespective of the school type and an increase in study times.

Relative effectiveness of simulation games, blended learning, and interactive multimedia in basic science achievement of varying ability pupils

The study determined the relative effectiveness of simulation games, blended learning, and interactive multimedia in enhancing learning outcomes in Basic Science of pupils with varying abilities, with a view to providing information on the most effective strategy for instructing Basic Science among pupils with varying abilities. Children should be exposed to and commence learning science at a young age because science and technology are the dynamic forces behind present socioeconomic progress. The research design employed was a quasi-experimental research design. The experiment was conducted in six schools, and two schools were used as the control group. The analysis used descriptive and inferential statistics. Permission was sought from the Local Government Education Authorities (LGEA) to use the schools in their jurisdictions for the experiment. Participants were given a consent form for their parents. Pseudonyms were used to replace participants’ names. The findings indicate that interactive multimedia is more effective with pupils in mainstream schools, whereas blended learning proves more effective for pupils in special schools. These findings imply that teachers should employ strategies to captivate and maintain attention while teaching Basic Science.

Effect of Metacognitive Instructional Techniques on Students’ Achievement and Interest in Basic Science and Technology

The study adopted quasi-experimental design. The study was carried out in Secondary Schools in Niger State. The population of the study consists of seven Secondary Schools in Niger State. The sample of study was two hundred and forty seven (247) JSS II, Basic science and technology students in Secondary Schools in Niger State. Basic science and technology Achievement Test (BSTAT) and Basic science and technology Interest Scale (BSTIS) were used as the instrument. The two instruments were validated by three experts from the Department of Industrial and Technology Education, Federal University of Technology, Minna. Pearson Product Moment Correlation Coefficient was used to compute results of the trial testing after test re-test instrument administration and the results indicated positive correlation coefficients of 0.85 and 0.88 for BSTAT and BSTIS respectively. The researcher administered the instrument with the help of two research assistants. Data for the study were collected through pre-test and post test using the Basic science and technology Achievement Test (BSTAT) and the Basic science and technology Interest Scale (BSTIS). Data collected were analyzed using Mean and Standard Deviation to answer the two research questions while Analysis of Co-variance (ANCOVA) was used to test the two null hypotheses at 0.05 level of significance. From the findings, the study revealed that Metacognitive instructional techniques enhances students’ achievement in Basic science and technology in junior secondary schools more than the lecture method. The finding also revealed that Metacognitive instructional techniques promotes students’ interest in Basic science and technology in junior secondary schools more than the lecture method among others. The study therefore concluded that students’ poor achievement and interest in Basic science and technology informed the need for the study on the effect of Metacognitive instructional techniques on students’ achievement and interest in Basic science and technology in Niger state.

Enhancing Students’ Academic Achievement in Basic Science: the Role of Assessment for Learning, Classroom Management, and Teacher-student Relationships

Enhancing Students’ Academic Achievement in Basic Science: the Role of Assessment for Learning, Classroom Management, and Teacher-student Relationships

Effective Delivery of Basic Science Curriculum Concepts Using Inquiry Based Strategy on Students’ Academic Achievement in Delta Central Senatorial District

The study investigated the effective delivery of Basic Science curriculum concepts using inquiry based strategy on students’ academic achievement in Delta Central Senatorial District. Three research questions and three null hypotheses guided the study. Quasi-experimental design was adopted for the study, specifically, non-equivalent pretest and posttest control group design. The sample for the study comprised of 275 JSS II basic science students from six mixed JSS2 classes in intact classes in Delta Central Senatorial District, drawn using Simple random sampling techniques. The experimental group was taught using inquiry based teaching strategy, while lecture method was taught using conventional. The instrument used for data collection was the Basic science Achievement Test (BSAT). Data collected were analyzed using mean, standard deviation and Analysis of Covariance (ANCOVA). The results revealed that inquiry based teaching strategy was superior to the conventional instructional method in facilitating students’ achievement in basic science. There was no significant difference in the mean scores of male and female students in basic science curriculum concepts. Based on the findings, it was concluded that the inquiry based strategy is a better option in delivery Basic Science curriculum concepts. It was recommended among others that science teacher’s educators should adopt inquiry based strategy when teaching in order to enhance students’ achievement in basic science and technology.

Teachers’ Psychosocial Characters and Students’ Achievement in Basic Science and Technology

Teachers’ Psychosocial Characters and Students’ Achievement in Basic Science and Technology

Effects Of Computer Assisted Instruction (Cai) On Secondary School Students’ Achievement in Basic Science and Technology Ekiti State

The study examined the effect of computer assisted instruction (CAI) on secondary students’ achievements in Basic science and technology in Ekiti state, Nigeria. It also investigated the influence of gender on the achievement of students exposed to computer assisted instruction. The study was a quasi-experimental of non-equivalent, pretest, posttest control group design (two experimental and control group) with one hundred and twenty. Junior secondary school class two students as sample. Computer assisted instruction {animation and onscreen test, animation, on screen test and narration} was used as treatment while the instrument used to gather data is Basic Science and Technology Achievement Tests (BASATAT). The items of the instrument were subjected to face and content validity. The reliability of the instrument was established using test-retest method and a reliability co-efficient of 0.75 was obtained. Analysis Of Covariance (ANCOVA) was used in analyzing Data collected. The study found that, there was a significant difference between the posts –test mean score of the experimental groups and control group. The study also indicates no gender influence in the use of Computer Assisted Instruction (CAI) and student achievement.

Exploring Basic and Integrated Science Process Skills and Their Impact on Science Achievement among University Students

Learning science is important to gain a broader view and clear understanding of the complex world. This study aimed to examine the effect of the level of understanding of basic and integrated science process skills (SPSs) on student science achievement. The test instrument was administered to measure the level of understanding of basic and integrated SPSs from 73 students studying in the Science Foundation Studies Program. Findings: The findings of the study reveal level of understanding of basic science processes was satisfactory whereas integrated science process skill was poor. A moderate correlation was found between basic SPSs and integrated SPSs. A weak positive correlation was found between basic SPSs and science achievement. There was an insignificant correlation between integrated SPSs and science achievement. The level of understanding of SPSs among both females and males was fair with females and males. The results of the independent sample t-test indicated there were no significant differences in the level of understanding of SPSs between females and males. It is hoped that the findings provide insight into the ability level of students and would be useful to bring a positive change in the Foundation Studies Program.

INVESTIGATING THE EFFEECT OF CO-OPERATIVE LEARNING AND DEMONSTRATION METHODS ON THE ACHIEVEMENT OF JUNIOR SECONDARY BASIC SCIENCE STUDENTS IN ABUJA MUNICIPAL COUNCIL AREA

This study investigated the effect of Student Teams Achievement Division, STAD co-operative learning and demonstration methods of teaching on the academic achievement of Junior Secondary Basic Science School students in Abuja Municipal Council Area. A quasi experimental design with pre-test, post-test, experimental and control groups were used. The population of the study comprised all Junior Secondary Schools in Abuja Municipal Council Area. Three schools from which three intact classes of 191 students were randomly sampled from the 48 Junior Secondary Schools in Abuja Municipal Council Area. Basic Science Achievement Test (BASAT) which was the instrument used for data collection consists of 30 test items. Students in two experimental groups were taught using STAD cooperative learning and demonstration methods respectively while students in the control group were taught using the conventional method. Pre-test was administered to students in all groups before teaching commenced and after the teaching and experiment, a post-test was administered. Data obtained was used to analyze six research questions and hypotheses using mean, standard deviation and ANCOVA. The study revealed that students taught with STAD cooperative learning performed better in Basic science than those taught with the demonstration method. It also revealed that STAD cooperative learning method of teaching was more effective for both male and female students and for high and low ability students than the demonstration method of teaching. It was recommended among others that STAD cooperative learning be adopted in the teaching of Basic Science in Junior Secondary Schools. Keywords: Cooperative Learning, Demonstration method, Academic Achievement, Basic Science, Experimental group, Control group DOI: 10.7176/JEP/13-27-11 Publication date: September 30 th 2022

A Comparative Study of the Effect of Gamification and Advance Organizers on Students’ Performance in Basic Science in Ondo State, Nigeria

Enhancement of students’ performance lies at the heart of educational endeavors. This is evident in the continuous search for more effective strategies to boost classroom practices and students’ learning outcomes. This quasi experimental study compares the efficacy of gamification and advance organizers in enhancing students’ performance in Basic science. The study purposively selected sixty (60) basic science students from two co-educational schools. Four null hypotheses, tested at 0.05 level of significance, guided the study. The instruments used for the study were Basic Science Achievement Test (r=0.83) and Teachers’ Instructional Guides on Gamification and Advance Organizer strategy. Data were analyzed using independent t-test. The result t(58)=16.17, p less than 0.05] of this study showed that gamification was more effective than advance organizer in enhancing students’ performances in basic science. The finding [t (28) =3.22, p>0.05] also reveals that male and female students’ performance in basic science does not differ after exposure to gamification and to advance organizers [t (28) =3.18, p>0.05]. This study concluded that gamification is more effective than advance organizer in promoting students’ performance in basic science and both strategies are not gender bias or gender specific as they are both applicable to male and female students. It recommends that in-service training and workshop should be organized by stakeholders in the educational sector to train basic science teachers on the techniques of gamification so it can be well adopted for classroom teaching. Also, co-educational schools can employ gamification as a teaching strategy since it provides equal opportunities to male and female students.

Personalized Learning and Achievement in Basic Science: An Experimental Report

The importance of Science to national development cannot be disputed. That is why Basic Science is taught as a foundational science subject in the Junior Secondary Schools in Nigeria. It is meant to inculcate basic scientific knowledge and skills in students. However, the subject, in which students’ performance is low, has also not enjoyed a plethora of Information and Communication Technology (ICT) tools to support its learning. Given these challenges, an investigation of the effect of personalized strategy on achievement in Basic Science was carried out. The study employed the pretest, posttest group, quasi-experimental design. The sample comprised of intact classes of year three (JSS 3) Basic Science students (87) from two junior secondary schools in Ijebu-Ode Local Government Area. Using the Balloting method, the students were assigned experimental and control groups. Two stimulus instruments (Teachers’ Conventional Teaching Guide (TCTG) and Teachers’ Instructional Guide on Personalized Learning (TIGPL), and, response instrument (Basic Science Knowledge Assessment Scale (BSKAS) (r = 0.78), were used for data collection. The four hypotheses raised were tested using t-test at 0.05 level of significance, to compare performances. The results show significant mean differences in the performance scores of the experimental and control groups. This was in favour of the experimental group who were instructed using personalised strategy. Based on this, more efficient ICT-based personalised packages need to be developed for students to aid their understanding and learning of Basic Science.

Achieving Gender Equity in Nigerian Basic Science and Technology Classrooms with Metacognitive Skills Package

The study investigated the possibility of achieving gender equity in Basic Science and Technology classrooms with Metacognitive Skills Package in Pankshin, Plateau State, Nigeria. The study adopted the non-randomized pre-test, post-test quasi-experimental control group design. The population comprised 1,873 Junior Secondary two students out of which 235 students constituted the sample. Two research questions and two hypotheses guided the study. The Basic Science and Technology Achievement Tests with reliability index of .85 established using the Cronbach alpha method was used to collect data from the sample. The data were analyzed using Statistical Package for Social Sciences (SPSS) version 25.0. Research questions were answered using mean and standard deviation while hypotheses were tested using Analysis of Covariance at .05 level of significance. The study revealed that students taught with metacognitive strategy achieved better in Basic Science and Technology when compared to those taught using the lecture method. It was also revealed that metacognitive skills package enhanced achievement of both male and female students thereby improving gender equity in Basic Science and Technology. Based on the findings of this study, it was recommended that Basic Science and Technology teachers should teach their students with metacognitive skills package to enhance students’ achievement in the subject. Metacognitive skills package should also be used by teachers as a gender-friendly package to improve gender equity in Basic Science and Technology.

Effect of problem-based learning strategy on upper basic education Students interest, achievement and cognitive load in basic science in Katsina-ala local government area

Introduction: With a high burden among pregnant women and children under five years of age, malaria infection remains a real health problem, for these vulnerable segments of the population. The objective of this study was to assess the prevalence of malaria infection in children aged 0-5 years attending the Moanda medical centre in south-eastern Gabon. Methods: A retrospective, descriptive and cross-sectional survey was conducted among children aged 0-5 years who came to the Moanda medical centre in January to December 2021, using the results of microscopic examinations (thick drops) recorded in the laboratory registers of the centre. Results: Out of 770 children aged 0 to 5 years registered for this study, 302 were positive for malaria infection, a total prevalence of 39.22%. With a mean age of 24.21 months, boys (415 cases, 53.90%) were more prevalent than girls (355 cases, 46.10%). While the 0-12 months age group was in the majority with 113 cases of malaria infection, i.e. 37.42%, the study showed no significant correlation between gender, age groups and malaria infection. The distribution of malaria infection by type of quater showed that it was more prevalent in the under-integrated (disadvantaged) quaters with n=182, i.e. 60.26% cases, than in the integrated quaters. The seasonal evolution of malaria infection according to age groups revealed two peaks, which represented periods of higher prevalence. The periods between the months of February and March, which are included in the short rainy season, and the month of June, which had the highest peak, corresponding to the long dry season. Conclusion: The prevalence of malaria infection in the study area showed seasonal variation during the study period. The results of this survey may be useful for a future update of the epidemiological profile of malaria infection in children aged 0-5 years. This may be essential to guide resource allocation, evaluation and prioritisation of malaria interventions at Moanda Medical Centre.

Gender, Test Anxiety and Self-concept as Factors in Basic Science Achievement of Junior Secondary School Students in Ikom Education Zone, Cross River State

This study examined the influence of Gender, test anxiety and self-concept on Basic Science achievement of Junior Secondary School Students in Ikom Education Zone of Cross River State, Nigeria. The study sample comprised 490 Junior Secondary three students drawn from a population of 3,317 using the stratified and simple random sampling technique. Three (3) research questions and three (3) corresponding hypotheses guided the study. The ex-post facto design was employed in the study and data collection was by means of Test Anxiety and Self-concept Questionnaire (TASCQ) as well as Basic Science Achievement Test (BSAT). Both TASCQ and BSAT were validated by two experts in Measurement and Evaluation and two in Basic Science. The reliability indices of TASCQ and BSAT were established using Cronbach alpha and KR-20 method respectively and this yielded 0.69 for TASCQ and 0.76 for BSAT. The hypotheses were tested using descriptive statistics and independent t-test. Results of data analysis showed significant influence of test anxiety and self-concept on Junior Secondary School Students’ Basic Science achievement but non for gender. Based on the findings, the paper recommended that Science teachers should employ effective teaching methods in Science classroom to improve students’ self-concept and also reduce test anxiety.

EVALUATION OF SUSTAINABLE DEVELOPMENT GOAL 4 ON GENDER AND PUPILS’ ACADEMIC ACHIEVEMENT IN BASIC SCIENCE IN SOKOTO STATE, NIGERIA

This study is on evaluation of sustainable development goal 4 on gender and pupils’ academic achievement in basic science in Sokoto State, Nigeria. It is a descriptive study in which a survey research design is employed. The population for this study was 256 pupils (105 males and 151 females). One research question and one hypothesis was stated and analyzed. Achievement Test Questionnaire (ATQ) was the instrument used for data collection. Mean and Standard Deviations were used to answer research question while hypothesis was analyzed using Analysis of Covariance (ANCOVA). The finding revealed a significant difference between the mean Basic Science achievement scores of male and female pupils taught by teachers trained under SDG and those not trained under SDG in Sokoto State. It could be concluded that SDGs teachers retraining programme is an important exercise for teacher professional development and pupil academic achievement in Basic Science with respect to gender.. It is therefore recommendation that government, NGOs and other stakeholders in education should lay emphasis on pedagogical skills assessment and follow-up evaluation after the training to ensure effective and efficient implementation and achievement the goal 4 of SDG before the expiration time.

EVALUATION OF SUSTAINABLE DEVELOPMENT GOAL 4 ON BASIC SCIENCE AND PUPILS’ ACADEMIC ACHIEVEMENT IN SOKOTO STATE, NIGERIA

This study is on evaluation of sustainable development goal 4 on pupils’ academic achievement in basic science in Sokoto State, Nigeria. It is a descriptive study in which a survey research design is employed. One research question and one null hypothesis was stated and analyzed. The sample pupils for this study were 256. There instruments used to collect data for the study is Basic Science Examination Questionnaire (BSEQ). The research question was answered using means and standard deviations while the hypothesis was tested using t-test at p≤0.05 level of significance. The result revealed a significant difference between the mean Basic Science achievement scores of pupils taught by teachers trained under SDG and that of pupils taught by teachers not trained under SDG in Sokoto State. It was therefore recommended that professional bodies such as Science Teachers Association of Nigeria (STAN) and NGO’s should focus on assessment of pedagogical skills as well as follow up evaluation procedure for on the spot observation of teachers’ competence.