Basic Science Students Research Articles

Medical Students’ Perception Towards Online Assessment

Background: Universal College of Medical Sciences (UCMS), Bhairahawa, Nepal conducted online assessment MCQ tests during covid-19 lock down period. This study was taken up to measure/assess the basic science MBBS students’ perception towards online assessment tests. Methods: A descriptive, cross-sectional study was conducted by administering Google Forms questionnaire to basic scinces MBBS students of UCMS during the period the period of 2 October 2021 to 30 December 2021, using non-probability purposive sampling. General information profroma for socio-demography, and a questionnaire on the lines of Likert’s summated rating scale to assess the perception of MBBS basic science students towards online assessment was constructed. Simple frequency tables, cross tables, and mean tables have been used to analyze data. Characteristics of the sample were categorized using mean and standard deviation. Results: The overall mean and standard deviation for perception of online assessment tests were 3.17 and 0.65 respectively. The results indicate that MBBS students were satisfied with online assessment tests. Conclusion: Online assessment tests were well received by MBBS students. The online assessment tests enhance student learning by allowing immediate feedback. Online tests should be conducted in medical colleges on a regular basis.

Did the students’ satisfaction rates at Avalon University School of Medicine correlate with the occurrence of accreditation site visits?

Introduction Accreditation of medical education programs can be observed from different perspectives. Regulatory/accreditation agencies consider it vital to assure a certain level of quality. Other stakeholders may perceive the accreditation process as a negative experience, draining resources, and efforts. Although accreditation may improve the program’s governance and administration, its direct or indirect impact on students must be further investigated. This study explores the relationship between the occurrence of accreditation site visits and student satisfaction rates at Avalon University School of Medicine. Methods A comparison study was conducted with retrospective satisfaction data from two accreditation cycles at AUSOM. We used the Caribbean Accreditation Authority for Education in Medicine and Other Health Professions (CAAM-HP) student surveys for data collection, and data from 2017, 2019, and 2022 were used. The response rate was 70% (n = 71), 72% (n = 47), and 60% (n = 56) for basic science students and 80% (n = 111), 82% (n = 115), and 70% (n = 76) for clinical students in 2017, 2019, and 2022, respectively. The survey for basic sciences students included 37 questions/items, and the survey for clinical students included 39 questions/items. The responses for the questionnaire were on the five-point Likert scale. The retrospective data were evaluated using the unpaired Wilcoxon-rank sum test. Results The ratings for the basic science students’ survey increased from 2017 to 2019 (first accreditation cycle) only for 11 items/questions and they were increased from 2019 to 2022 for all items/questions. The ratings for clinical science students’ surveys increased from 2017 to 2019 (the first accreditation cycle) for all items/questions with a statistically significant p-value. They increased for 28 questions/items from 2019 to 2022, and two items (availability and adequacy of career counseling) showed statistically significant p-values. Conclusions The pre-accreditation preparation and the self-evaluation process while correcting the program’s deficiencies are essential triggers for the quality improvement process associated with accreditation.

Omicron Variant of COVID-19 Pandemic as Correlates of Periods Allocation of Basic Science Curriculum Implementation in Junior Secondary Schools in Nigeria

This study investigated the Omicron Variant of the COVID-19 pandemic as a correlate of Periods Allocation of Basic Science Curriculum in Junior Secondary Schools in Ekiti State. The research procedure involves descriptive research of survey type. Participants were 320 Basic Science students who were randomly selected across four Local Government areas in Ekiti State. Data were collected with the instruments titled Implementation of “Basic Science Curriculum Questionnaire (IBSC) and Teachers Assessment Questionnaire (TAQ).” The reliability of the instruments was determined through Cronbach Alpha, and this yielded a correlation coefficient of 0.74 and 0.78 for IBSCQ and TAQ, respectively at 0.05 level of significance. Descriptive statistics such as frequency count, percentages, means, graphs and standard deviation were used to analyse the data. The results revealed that the Omicron Variant of the COVID-19 Pandemic affects enough periods on the school timetable for the implementation of the Basic Science curriculum.

Teachers’ Variables and Academic Achievement of Community Health Students in Basic Science in Cross River State

Many factors are attributable to the academic achievements of students among which Teachers’ variable is a major attribute. The limitations of the teacher as a supporting agent in the area of Basic Science hinder academic achievement of students in learning of Basic Sciences. The quality of instructions from the teacher at all levels of education determines the acquisition of competencies necessary for self-reliance and effective service delivery. The teacher’s attitude to work, knowledge of subject matter and instructional competence have a relationship with students’ academic achievements. The poor quality of students’ academic quality among community health students’ in Basic Sciences in CrossRiver State may be as a result of these variables. This study therefore examined Teachers’ variable and academic achievement of community health students’ in Basic Sciences in Cross River State. To achieve the purpose of this study, four (4) specific objectives were raised to guide the study, which were then converted to four (4) research questions and transformed to research hypotheses. Related literatures we reviewed in line with the variables of the study. The study adopted correlational research design, which is a non-experimental approach between a set of variables and naturally cannot be manipulated. The research area is Cross River State, Nigeria. The target population of study was year 1 Community Health students. Sample of study was415 students randomly selected from ten schools for the 2023/2024 academic session. The instrument employed was questionnaire designed by the researcher. Cronbach Alpha reliability method was used to determine the reliability estimate of the instrument which range from 0.73 to 0.81. Data was analysed using Multiple Linear regression. The findings of the study revealed that all teachers’ variables had significant positive relationship with students’ academic performance in Basic Sciences in Cross River State. It was recommended among others that teachers should adopt positive attitude towards their teaching profession especially in secondary schools.

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>

Self-medication among Basic Science Medical Students of a Tertiary Care Centre: A Descriptive Cross-sectional Study

Introduction: Self-medication is using drugs to treat self-diagnosed signs or symptoms of oneself or others. Being closer to pharmacology and pathology, medical students have been more prone to it. The study aimed to determine the prevalence of self-medication among basic sciences medical students in a tertiary care centre in Kathmandu. Methods: A descriptive cross-sectional study was conducted among basic science students from 15 February 2023 to 14 March 2023 after obtaining ethical approval from the Institutional Review Committee (Reference number: 04122022/04). A convenience sampling method was used. Data were collected online and analysed. Point estimate at 95% confidence interval was calculated.Results: Among 322 basic science medical students the prevalence of self-medication was 218 (67.70%) (64.81–70.59 at 95% Confidence Interval). Fever was the most common condition treated by self-medication 106 (48.62%) and paracetamol was the most common medication 93 (42.66%). Of those who engaged in self-medication, 97 (44.50%) did so to save time. Moreover, within this group, 67 (30.73%) experienced adverse drug reactions, leading 37 (16.97%) of these students to visit a private doctor. Additionally, 138 (63.30%) refrained from prescribing medication to their family and friends. Conclusions: Self-medication among basic science medical students was found to be lower in comparison to other studies done in similar settings.

The effect of PIQMAS application on the engagement processes of upper basic stage mathematics and science students

New strategies, methods and projects for the learning of the mathematics and science disciplines are needed. One such project is the project for improving quality of mathematics and science (PIQMAS) education. In the present research, we consider the project implementation in Palestine. Specifically, we examine students’ engagement when implementing the project. To do that, we consider three components of engagement: the cognitive, the behavioral and the emotional. To collect the data, we used interviews and observations, which ensured the triangulation of data collection. We interviewed 13 science and mathematics teachers who carried out the project. We used deductive and inductive content analysis to analyze the interviews and observations transcripts. The research results indicated that the project impacted positively the three components of students’ engagement, which indicates the importance of incorporating new teaching methods, especially PIQMAS, in the teaching of science and mathematics. It is recommended to study different aspects of students’ learning in PIQMAS environment.

Evaluation of Virtual Learning Environment using DELES questionnaire in Medical Students of Mashhad University of Medical Sciences

Introduction: The environment governing learning is one of the most important influencing factors in education. The outbreak of corona virus (COVID-19) has led to a special attention to E-learning as an aid to break the chain of virus transmission. This study was conducted to determine the status of the learning environment of virtual education of medical students of Mashhad University of Medical Sciences (MUMS) using DELES (The Distance Education Learning Environment Survey) questionnaire. Methods: This cross-sectional study was conducted in the academic year of 2022 at MUMS. Sampling was a multi-stage method. In this way, at first students in different educational levels (basic science, physiopathology, externship and internship) were considered. For gathering data DELES questionnaire was used. Then the link of the tool was shared in internet groups of medical students .Data were analyzed by T-test , ANOVA, Pearson correlation test through SPSS. In all tests p-value was less than or equal to 0.05. Results: A total of 202 medical students with an average age of 22.88±2.48 years were included in the study. The Mean response of participants studied the courses during the semester in the virtual environment was 49.78 ± 27.76 . The participants in the study reported the education situation to be relatively favorable, so that their satisfaction was more in the area of student independence (Relatively favorable) and less in the area of professors' support (poor). The results of the one-way ANOVA test showed that the average satisfaction score of basic science students is significantly higher than that of externship and internship students (P<0.001, F=7.861). Also, the results of the T-Student test showed that there is no statistically significant difference between students in terms of gender and marital status, but non-native students were less satisfied than native students in terms of interactions between students and colleagues (P < 0.03). Conclusion: The attitude of the students towards distance education during the covid-19 epidemic in medical students of MUMS was relatively favorable or relative satisfaction. Therefore, in order to improving the situation of distance education, it is recommended to implement methods to increase the support of professors and improve their communication with students in the virtual education environment.

Perceived stress, sources of stress and coping strategies among undergraduate medical students of Nepal: a cross-sectional study.

Background: Medical students are subjected to various stressors throughout their training, which has a considerable impact on their physical and mental health. Some students have positive ways of coping, while others take to maladaptive coping measures. This study aims to assess severity, sources of stress, and coping strategies among medical students of a non-Western low-income country from South Asia. Methods: A self-administered questionnaire-based cross-sectional study was carried out. Demographic variables were collected and stress level was assessed using PSS 14 (Perceived Stress Scale 14). The sources of stress were assessed using MSSQ (Medical Student Stressor Questionnaire) and coping strategies were evaluated using the Brief-Coping Orientation to Problems Experienced 28. Results: The response rate was 95%. The mean PSS score was 27.85. Overall, 55% of students were stressed (male 52%, female 60%), the difference among gender was not significant. Basic science students perceived higher levels of stress than clinical clerkship students. Academic related stressors caused higher stress, whereas other variables caused moderate stress. The major stressors were examinations, inadequate time to study, poor marks, extensive amount of learning content, and the need to performing well in the exam. The five most common coping strategies used were active coping, acceptance, planning, self-distraction, and instrumental support. The least common coping mechanism was substance use. All MSSQ domains positively correlated with the total PSS score. Students with higher PSS scores were likely to use behavioral disengagement, venting, and self-blame as the primary coping strategies. Conclusions: Stress level among the medical students is high and mainly in relation to academia. Inadequate guidance from teachers contributed significantly. Stressed students were likely to use maladaptive coping strategies. Strategies to enhance teacher-student communication and adaptive coping measures should be implemented. Further studies should be done to evaluate the effects of stress on the academic outcomes of students.

Psychometric properties of the Persian version of the students' conceptions of assessment: SCoA inventory in medical university in Iran.

Student assessment is one of the main parts of educational planning, and improves the quality of education. Students understanding and feeling about assessment might affect significantly on learning and academic achievement. Considering the importance of this issue, and the lack of a valid and reliable Persian tool in medical universities for measuring this concept to measure students' perceptions and understandings of assessment, the current study aim was to determine the psychometric properties of (Students' Conceptions of Assessment - SCoA) inventory during the basic sciences students in medicine, dentistry, pharmacy in Kermanshah University of Medical Sciences. This is a cross-sectional study design. In order to carry out this study, SCoA inventory was translated and culturally adopted. To measure validity, reliability, and normalize the inventory, it was distributed among the study population composed of 302 students of Kermanshah University of Medical Sciences during the academic year 1400-1401 who met the inclusion criteria. The collected data were analyzed by confirmatory factor analysis (CFA) and Cronbach's alpha using SPSS version 23 and Amos software. The results of data analysis showed that of the 302 participants, 119 were men and 183 were women. The mean age of students was 21.69 ± 2.16 years. Content validity was calculated, and it was reported 0.88. Cronbach's alpha was used to determine the internal consistency, and its value was 0.775. The construct validity of SCoA inventory was assessed using CFA by EQS version 6.1. The value of root mean square error of approximation (RMSEA) was 0.092 with a 98% confidence interval, and the Goodness of fit index (GFI) value was 0.99. CFA for all items loaded across four factors, and this four-factor inventory showed a good fit in the Iranian community. For the first time, the psychometric test of SCoA inventory has been carried out at Kermanshah University of Medical Sciences. The Persian version of this inventory has good validity and reliability in Iran and is a useful tool for measuring the SCoA in medical university. Researchers and those interested in medical education and development centers can benefit from the results of this study. Also, this inventory has been applicable to determine the attitude and perceptions of students about assessment.

In Loving Memory of Prof. Dr. Tania Ahmed Shakoori(29-01-1976 to 27-10-2023)

<p>Prof. Dr.Tania was the epitome of perseverance, patience, and resilience. She was a dedicated educator, inspiring and influencing not only the basic science students, but also engaging clinicians with research collaborations. Her wisdom and passion for research and teaching fostered a spirit of curiosity and critical thinking in all those whom she met and taught. She was well known as a kind and humble soul, a cherished colleague, a supportive friend, and a loving mother. Her compassion left everyone in awe, and the warmth of her genuine companionship touched the lives of those who had the honor of knowing her. She will be remembered for all her scientific achievements, and for her strong spirit, her dedication, her kindness and unwavering strength. Her death has left a void in the Physiology community which can never be filled, but her work and her trainees will stand as a testament to the enduring impact she had on all.</p>

Using Measurement Invariance to Explore the Source of Variation in Basic Medical Science Students’ Evaluation of Teaching Effectiveness

Introduction: Many research studies have shown that students' evaluations of teaching(SET) are affected by different variables without testing the requirement of fair comparisons. These studies have not tested the measurement equivalency of SET surveys according to these variables. Measurement equivalency of SET refers to whether a SET survey is interpreted similarly across different groups of individuals (Variable Levels). Without evidence of measurement invariance across different variables under investigation, the SET ratings should not be compared across these variables and this is the goal of this study.
 Methods: Measurement Invariance analysis of SET survey was investigated using 1649 responses to SET of four different medical core courses offered by the College of Science and College of Medicine and from different levels.
 Results: The results showed the existence of teaching practices in the SET survey that are not equivalently loaded on its factor across the levels of targeted variables, and the college offered medical courses were a source of variation in basic medical science students’ evaluation of teaching effectiveness. On the other hand, teaching practices in the SET survey are equivalently loaded on its factor across course levels.
 Discussion: The study results showed that the SET of medical courses is comparable to the courses only taught by the College of Medicine. These results provide evidence that medical courses are different from other courses offered by other colleges. This means that comparing SET of the College of Medicine with other colleges and colleges of medicine needs to compare SET results at the college level only.

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.

The Experiences of Faculty Members and Medical Students of Basic Medical Sciences of Characteristics of a Competent Professor: A Qualitative Study.

The instructor is one of the key factors in attaining educational goals in medical education, and the instructor's competencies facilitate students' educational achievement. The present study is an attempt to explain the experiences of faculty members and students of characteristics of competent professors who play an influential role in the academic achievement of basic medical sciences students in universities of medical sciences across the country. The present study is a conventional qualitative content analysis. Fifteen faculty members and students of medicine from Iranian universities of medical sciences from different regions of the country were selected using a purposive and then theoretical sampling. A semi-structured interview was used for data collection. In this study, four themes and nine sub-themes were extracted from interviews. The themes included "clinical knowledge", "teaching competency", "monitoring students' performance", and "cognitive-psychological arousal". The sub-themes were "clinical knowledge' including "Non-applied teaching of basic sciences and unfamiliarity of instructors of basic sciences with the clinic"; "teaching competency" including "having instructional design skills, teaching based on the psychology of learning, and professional development"; "monitoring students' performance" including "fair evaluation and valid evaluation", and "cognitive-psychological arousal" including "student support and reinforcement". The present study identified the important characteristics of the competencies of professors of basic medical sciences working in Iranian medical universities. The competency of professors is essential in promoting students' educational achievement and training efficient and professional students in the field of medicine to render quality health services. The results of this study will assist administrators and educational policymakers in planning for the promotion of professors and medical education.

A Comparative Study of the Effect of Two Methods of Online Education Based on Sweller'S Cognitive Load Theory and Online Education in A Common Way on the Academic Engagement of Medical Students in Anatomy.

One of the most important indicators of the quality of education and academic achievement is students' academic engagement, and the progress of using online education has fundamentally changed the learning-teaching processes Therefore, the aim of this study was to compare the effect of two methods of online education based on Sweller's cognitive load theory and online education in a conventional method on the academic engagement of medical students in anatomy. The present study was a quasi-experimental study with two groups not identical to the before and after design. To collect information, the Shuffle and Becker academic engagement questionnaire with Cronbach's alpha of 0.85 was used. The subject was 104 basic science students. General medicine students were divided by non-random method into two groups of intervention (n = 52) and control (n = 52). After the intervention, a post-test was taken. After collecting data, this data was entered into SPSS software version 24. The results of the independent t-test showed that there is a statistically significant difference between the mean scores of academic engagement in the control and intervention groups after the intervention and also, the results of the dependent t-test showed that online teaching of anatomy course based on Sweller's cognitive load theory has a positive and significant effect on medical students' academic engagement. Considering the results of this study and the significant effect of online education based on cognitive theory, it is suggested that teachers and educators be educated about the basic principles of load cognitive theory so that they can apply these principles due to the limited capacity of active memory.

Influence of Covid-19 Pandemic on Teachers and Students’ Interaction in Basic Science in Junior Secondary Schools in Ekiti State, Nigeria

This study considered the impact of Covid -19 pandemic on Teachers’ and Students interaction in Basic Science Classrooms in junior secondary schools in Ekiti State. The research procedure involves descriptive research of survey type. Participants were 320 Basic Science students which were randomly selected across four Local Government areas in Ekiti State. Data were collected with the instruments titled Impact of Covd-19 pandemic on teachers’ classroom interaction (IC-19TCI) and Impact of Covid-19 pandemic on students’ classroom interaction (IC-19SCI). The reliability of the instruments was determined through Cronbach Alpha and this yielded a correlation coefficient of 0.78 and 0.75 for IC-19TCI and IC-19SCI, respectively at 0.05 level of significance. Descriptive statistics such as frequency count, percentages, means, graphs and standard deviation were used to analyze the data. The results revealed that the impact of COVID-19 Pandemic on teachers’ interaction in the classroom was negative.

Students’ perceptions of the learning environment at a medical school in Korea: comparisons of the most recent 4 years’ results using the Dundee Ready Education Environment Measure (DREEM)

Background: The learning environment is an essential factor influencing students’ educational processes and personal quality of life. The purpose of this study was to examine medical students’ perceptions of the learning environment at a medical school over the most recent 4 years and explore possibilities for learning environment reform and revision based on the results.Methods: Participating students were asked about their perceptions of the learning environment using the Dundee Ready Education Environment Measure (DREEM) questionnaire, which was distributed to first-year, third-year, and fourth-year students, representing each learning period. In total, 349 students participated in this study. Analysis of variance was conducted to determine differences in DREEM scores among years and learning periods.Results: There were no statistically significant differences in DREEM scores by year and learning period, except for students’ perceptions of teachers and students’ perceptions of atmosphere. However, in an analysis of differences in DREEM scores in the class of 2018 cohort by learning period, four domains of the DREEM (except for students’ academic self-perceptions) and the total DREEM score were found to be significantly different.Conclusions: Students’ perceptions of the learning environment at Kosin University College of Medicine were relatively high. The total score increased from 2019 to 2022, except for 2021. Another significant result was that basic science students had the highest perceptions, whereas students in basic clinical science had the lowest perceptions. To improve the learning environment for medical students, continuing support for students’ emotional stability, learning motivation, physical environment, social relationships, and counseling is essential.

Effect of the Activity-Based Learning on Basic Science and Technology Students’ Non-Cognitive Skills in South-South Nigeria

This study investigated the Basic Science and Technology (BST) students’ reaction to the use of the Activity-Based Learning (ABL) approach, recently introduced by the Nigeria Universal Basic Education Commission (UBEC) in Primary schools; and the influence of the ABL approach has on the BST students’ non-cognitive outcomes. The study used a survey and posttest only quasi-experimental design. Three research questions and two hypotheses guided it. The study population was 2,800 BST students of the 56 teachers who participated in the ABL teaching workshop. Three hundred and eighty students of twenty proportionately selected teachers from the state's three districts who used the ABL approach formed the experimental group. Another one hundred and fifty students who were not exposed to ABL were used as the control group. The ABL students answered the “Basic Science and Technology Students’ Non-Cognitive Outcome Questionnaire” (BSTSNCOQ), which elicited students’ responses on their learning experiences and non-cognitive outcomes based on the ABL approach. The students were highly satisfied with the ABL approach; there is a significant advancement in the non-cognitive outcomes/skills of the students, especially in meta cognitive strategies. The study concluded that using the ABL approach in teaching BST subjects can engender advancement in students’ non-cognitive outcomes/skills. The BST teachers in the state are recommended to be continuously trained, retrained, mentored and monitored in applying the ABL approach. The study has revealed the underlying, un-measured gains in using effective instructional techniques such as the ABL approach.

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.