Class Setting Research Articles

Anxiety or depression in heart failure across the ejection fraction spectrum

Abstract Background Anxiety or depression are commonly described in patients with heart failure (HF) but few data exist on characteristics and clinical outcomes associated with anxiety or depression across the different HF phenotypes. Purpose To assess the prevalence of patient characteristics and clinical outcomes associated with anxiety or depression in patients with HF with preserved, mildly reduced and reduced ejection fraction (HFpEF, HFmrEF, and HFrEF). Methods Patients enrolled in the Swedish Heart Failure Registry between 2000-2021 were included. Self-reported anxiety or depression was collected using EuroQoL 5-dimensional questionnaire (EQ-5D) at baseline and follow-up visits. Anxiety or depression was categorized as "not anxious or depressed", "moderately anxious or depressed" or "severe anxious or depressed". The independent associations between baseline characteristics and presence of anxiety or depression were assessed by a multivariable multinominal regression analysis. Cox proportional hazards regressions were performed to model the time to first event according to levels of anxiety or depression. Outcomes included all-cause death and all-cause hospitalizations. Results A total of 45,247 patients were included among whom 58% reported none, 38% moderate and 5% severe anxious or depressed with similar distribution across the HF phenotypes (Figure). Several characteristics were associated with anxiety or depression with the strongest ones for severe versus none being higher NYHA class (OR 3.10 (2.77-3.47)), liver disease (OR 1.99 (1.56-2.55)), in-patient setting (OR 1.62 (1.43-1.84)), smoking (OR 1.75 (1.52-2.00)) while others were inversely related including male sex (OR 0.51 (0.46-0.56)), higher age (OR 0.60 (0.53-0.67)), referral to HF nurse clinic (OR 0.82 (0.72-0.94)) and higher income level (OR 0.68 (0.62-0.76)). The risk of all-cause death and all-cause hospitalizations increased with increasing levels of anxiety or depression across all HF phenotypes during 12 months of follow up. Severe anxiety or depression had a stronger association with all-cause death in hospitalized patients and all-cause hospitalizations in out-patients. Conclusion In this large contemporary cohort of patients with HF in a real-world setting, anxiety or depression was frequently and similarly distributed across all HF phenotypes. Higher NYHA class, liver disease and in-patient setting were strongly associated with the anxiety or depression while male sex, higher age, and higher income were inversely related with anxiety or depression. Anxiety or depression was significantly associated with worse outcomes at 12 months follow up.Proportion anxiety or depression

Responsibility and Care in AI/ML Education: A Collaborative Approach to Ethical Awareness

ABSTRACTThe rapid growth of artificial intelligence (AI) and machine learning (ML) has led to significant innovations but also raised ethical concerns. Researchers and students designed an ethical online game in this study to spread awareness about making informed decisions when using AI and ML. Conducted within a directed research group (DRG) curricular method, the study engages students as co‐researchers to develop a game, from developing ideas to playtesting the game in a class setting. The study employs a quantitative methodology to analyze a survey that 32 students, each with diverse backgrounds and knowledge in game development, conducted after each class session over three semesters. Findings indicate that self‐reported engagement changes depending on the activities done in each session, with students feeling capable of contributing to research and game design.

Towards an open pipeline for the detection of critical infrastructure from satellite imagery—a case study on electrical substations in The Netherlands

Abstract Critical infrastructure (CI) are at risk of failure due to the increased frequency and magnitude of climate extremes related to climate change. It is thus essential to include them in a risk management framework to identify risk hotspots, develop risk management policies and support adaptation strategies to enhance their resilience. However, the lack of information on the exposure of CI to natural hazards prevents their incorporation in large-scale risk assessments. This study sets out to improve the representation of CI for risk assessment studies by building a neural network model to detect CI assets from optical remote sensing imagery. We present a pipeline that extracts CI from OpenStreetMap (OSM), processes the imagery and assets’ masks, and trains a Mask R-CNN model that allows for instance segmentation of CI at the asset level. This study provides an overview of the pipeline and tests it with the detection of electrical substations assets in the Netherlands. Several experiments are presented for different under-sampling percentages of the majority class (25 %, 50 % and 100 %) and hyperparameters settings (batch size and learning rate). The highest scoring experiment achieved an Average Precision at an Intersection over Union of 50 % of 30.93 and a tile F-score of 89.88 %. This allows us to confirm the feasibility of the method and invite disaster risk researchers to use this pipeline for other infrastructure types. We conclude by exploring the different avenues to improve the pipeline by addressing the class imbalance, Transfer Learning and Explainable Artificial Intelligence.

Exploring Online Inquiry-Based Instruction in Social Studies

The purpose of this study was to determine the various experiences and challenges of social studies teachers in utilizing inquiry-based learning or instruction in social studies in an online class setting, as well as how teachers make online inquiry-based instruction effective in teaching social studies subjects. The findings of this study will be used to develop actions and models for improving inquiry-based instruction in an online class setting. A qualitative study design was used in this study wherein ten (10) social studies teachers participated in the study because they are the ones who have mastered the subjects and lessons involved in social studies. A semi-structured interview was used, with interview questions focusing on teachers’ experiences with inquiry-based learning. Thematic content analysis was used to evaluate and categorize the respondents’ statements or responses to the research questions. It was discovered that when social studies teachers began using the inquiry-based learning approach or teaching style in online social studies classes, they encountered challenges in terms of student readiness and preparedness. When students are not prepared, the IBL becomes ineffective because teachers cannot receive responses from students who are not ready to answer questions. Also, when teachers are unprepared for the content, questions, activities, and assessments in an online IBL class, the IBL becomes unsuccessful. The findings suggested that establishing a positive relationship with students, as well as informing them about the objectives of the IBL and their role in the IBL class, will make inquiry-based instruction effective in an online class setting, particularly in social studies.

Encouraging Learning Autonomy through Differentiated Instruction in Writing Activities

This classroom action research seeks to demonstrate how differentiated instruction might promote students' learning autonomy in a writing class setting. This study included 50 English department students from a private institution in Malang. According to the findings of the preliminary study, students were unmotivated to participate in writing activities because they thought they were boring and uninteresting. They were detected paying little attention to the assigned writing assignments and, as a result, demonstrating poor writing performance. To promote student learning autonomy, the researchers implemented with differentiated instructions in several writing exercises. Using two cycles of classroom action research, the researchers seek to solve the instructional challenge using potential learning strategies. After adopting differentiated instruction, the researchers assessed the students' writing scores and compared them to success criteria. The first cycle resulted in 70% of students meeting the success criterion since they were still unfamiliar with the differentiated instructions. In the second round, the pupils successfully met 85% of the criteria. The findings showed that creating differentiated instructions provided pupils with a favorable challenge. It was evident from the behavioral changes of pupils who exhibited greater enthusiasm for following the directions. Furthermore, the students demonstrated the established learning autonomy, which resulted in improved writing performance. These research findings add to the enrichment of the educational component, since future teachers or researchers may focus on a more comprehensive covering of this teaching technique.

Evaluation of adulteration in soy-based beverages by water addition using chemometrics applied to ATR-FTIR spectroscopy

The adulteration of soy-based beverages (SBBs) by adding water to increase profitability is a fraudulent practice that requires urgent solutions to ensure product integrity and consumer trust. Therefore, the use of infrared spectroscopy (ATR-FTIR) associated with chemometrics methods can be a quick and advantageous alternative to this problem. In this study, the one-class and multiclass methods applied to ATR-FTIR data to classify a set of 80 SBBs samples were used. The unequal dispersed classes (UNEQ), soft independent modeling of class analogy (SIMCA), data driven SIMCA (DD-SIMCA), and one-class random forest (OC-RF) methods were used for one-class modeling. Models were constructed using the non-adulterated samples as target class (TA) and the adulterated samples as non-target class (NT). The k-nearest neighbors (k-NN), partial least squares discriminant analysis (PLS-DA), dual class random forest (DC-RF), and dual class random forest with Monte Carlo sampling (DC-RF-MC) methods were used for multiclass modeling. For k-NN and PLS-DA, samples were organized into four classes (non-adulterated samples, adulterated with 5% v∙v−1, 10% v∙v−1, and 20% v∙v−1 of water). DC-RF models used the same class settings as one-class models. DD-SIMCA, PLS-DA, and DC-RF-MC showed accuracy of 100%. The results show the feasibility of ATR-FTIR and chemometrics models to identify adulterations by adding water.

YouTube for EFL Students: Perceptions on Building Speaking Confidence

This study aimed to investigate students' perceptions of utilizing YouTube as a learning medium to foster their speaking confidence in English. Specifically, it explored students' views on YouTube's accessibility, usefulness, and practicality while examining its potential to enhance their confidence in speaking English. The researchers collected data through questionnaires and interviews with 10 second-grade students from SMAN 1 Tinambung. The findings revealed that students perceived YouTube as an accessible and user-friendly platform, aiding their comprehension and vocabulary expansion. Furthermore, they found it useful and motivating to practice proper English-speaking skills. Notably, students acknowledged YouTube's role in triggering their confidence to speak English, whether in front of a camera or in class settings. Peer feedback and comments were deemed valuable for augmenting knowledge and confidence. The questionnaire data indicated positive perceptions, with 80% acknowledging YouTube's accessibility, 82% recognizing its usefulness, 84% appreciating its practicality, and 72% reporting increased confidence levels. The interview data further corroborated these findings, with most students endorsing the continued integration of YouTube, as it facilitated their understanding of lesson materials and bolstered their confidence in spoken English. The study underscored YouTube's potential as an effective learning medium for developing EFL learners' speaking confidence.

THE INFLUENCES OF THE FIRST LANGUAGE ON ENGLISH-MAJORED FRESHMEN’ SPEAKING SKILL, CASE STUDY AT THE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY.

In the fast-changing environment of global education, English language skills have become pivotal to most students at higher education institutions, including the Industrial University of Ho Chi Minh City (IUH). However, while the mother tongue tends to be overused in the speaking class setting by IUH’s first-year English language students, the students rely excessively on translation strategies, which restrains the former’s speaking confidence and fluency. The primary goal of the present study includes exploration and analysis of the factors contributing to and influencing mother tongue usage and the development of IUH-specific recommendations to address these challenges. Using quantitative research method through questionnaire, the research emphasizes the prominent reasons for source language overreliance, as well as the necessity for mandating target language primarily. The results of the study demonstrate the significance of communication and support the interactive task-based innovation in English language instruction. Additionally, the study presents the impact of teachers on the classroom environment and their views regarding English education in Vietnam. The students’ reflection includes the significance of English in global integration and advice on steps, including reducing excessive mother tongue usage. Furthermore, this research presents a new perspective on the development of the English-speaking ability of IUH freshmen and helpful recommendations for educators.

Learning Degrees for Students with Special Needs in Inclusion Class Settings

The aim of this study is to describe the learning degrees of students with special needs in the inclusive high school classroom setting in Pangkalpinang City. This study used a qualitative approach with the case study method which was conducted to see and observe learning for students with special needs at SMAN 1 Pangkalpinang. Data collection techniques using interviews and observation. Data analysis techniques in this study used three stages, namely data reduction, data exposure, and drawing conclusions. The results of the research are the learning degrees of students with special needs in the inclusion class setting at SMAN 1 Pangkalpinang going well because the teacher has made learning modifications according to the level of potential, obstacles, and needs of students. The teacher's attitude towards the uniqueness of the learning process of students with special needs is very positive. The teacher’s efforts in teaching students with special needs together with other students in inclusive classes include: (1) Consultation with special school teacher, (2) Discussions with colleagues, (3) Implementing cooperative learning and project based learning which accompanies all students, (4) Learning for students with special needs in inclusive classes is developed on the principles of flexibility, modification of learning degrees, and support

Examining students' acceptance of the large‐scale HyFlex course: An empirical study

AbstractThe HyFlex course has been widely adopted in higher education settings. However, there is a paucity of empirical studies examining students' acceptance of large‐scale HyFlex courses, as well as factors influencing their acceptance. To fill this research gap, the present study investigated students' acceptance of a large‐scale HyFlex course and the variations in their acceptance according to different participation modes (ie, on‐site, synchronously online and mixed attendance), based on a total of 160 valid samples from a large‐scale HyFlex course at a normal university in central China during the fall semester of 2022. The results indicated that students' overall HyFlex course acceptance was generally high, and the students who alternately engaged in on‐site and synchronously online learning had the highest level of acceptance. Furthermore, this study employed structural equation modelling to validate a model integrating the unified theory of acceptance and use of technology with connected classroom climate (CCC). The findings showed that performance expectancy (PE), effort expectancy, facilitating conditions and CCC directly influenced students' acceptance, with performance expectancy having the strongest direct effect. However, social influence only had an indirect effect on students' acceptance, while CCC had both direct and indirect effects. This study carries substantial theoretical and practical implications, enhancing our understanding of students' acceptance of the HyFlex learning approach.Practitioner notesWhat is already known about this topic The adoption of the HyFlex course, especially in the context of large‐scale courses, is prevalent in higher education settings. Existing studies have predominately focused on assessing the impact of HyFlex course on student engagement and learning outcomes, the development and implementation of HyFlex course structures, and educators' perspectives and experiences with HyFlex courses. Although some research has delved into students' satisfaction with HyFlex courses, particularly in small class settings, our understanding of students' acceptance of large‐scale HyFlex course remains limited. There has been a noticeable gap in investigations exploring distinctions among students who opt for varying HyFlex course delivery modes, such as on‐site, synchronously online and mixed attendance formats. What this paper adds This study reveals that students generally displayed a high level of acceptance towards the large‐scale HyFlex course. Notably, students who participated in alternating on‐site and synchronously online learning exhibited a significantly higher level of acceptance towards the HyFlex course compared to their counterparts. A novel approach was employed in this study by integrating the UTAUT model with the concept of connected classroom climate (CCC) to comprehensively explore the key influencing factors and their interrelationships regarding students' acceptance of a large‐scale HyFlex course. The study found that performance expectancy (PE), effort expectancy (EE), facilitating conditions (FC) and CCC were all significant factors that positively influenced students' acceptance of the HyFlex course. Particularly, PE emerged as the factor with the strongest direct impact on HyFlex course acceptance (ACP). Interestingly, social influence (SI) did not exhibit a significant direct effect on students' ACP. However, it had a significant and positive indirect effect on students' ACP through the mediation of PE. Furthermore, CCC was shown to have both direct and indirect effects on students' acceptance of the HyFlex course, with the indirect effect of CCC on ACP accounted for nearly half of the total effect. Implications for practice and/or policy Instructors should prioritize emphasizing the advantages and benefits of HyFlex courses to enhance students' motivation and willingness to participate actively in these courses. This may involve showcasing how HyFlex course offer flexibility, convenience and varied learning opportunities. When implementing HyFlex courses, instructors should work to mitigate students' perceived EE. This could be achieved through streamlining course navigation, ensuring user‐friendly technology tools and providing clear guidelines for participation. Simultaneously, efforts should be made to enhance perceived learning support to facilitate students' engagement and acceptance of HyFlex courses. Instructors in HyFlex course settings should place a strong emphasis on creating a supportive and collaborative learning environment. This involves fostering interactions among students, encouraging peer‐to‐peer support and providing resources and guidance to help students navigate the challenges and opportunities presented by HyFlex course formats. Building a sense of community and connectedness among students can significantly impact their acceptance and success in such courses.

Students’ Perception of Electronic Feedback: Lecturer, Peer, and Self-Electronic Feedback on Writing Academic With Different Students’ Writing Achievement

This study investigates the critical role of writing as a fundamental skill requiring continuous refinement, particularly in professional settings where it underpins daily business, academic, and corporate interactions. Focused on English as a Foreign Language (EFL) students, 30 participants from Universitas Islam Negeri Intan Lampung engaged in a clustered class setting. Utilizing a Likert-Scale questionnaire and SPSS version 26 for analysis, the research assessed students' perceptions of electronic feedback provided by instructors and peers. Findings indicate that while a majority of students received feedback on grammar, organization, and vocabulary, there's a notable gap in self-feedback, with many feeling uncertain about error identification. While 75% acknowledge the instructor's role in offering electronic feedback, 69% stress the importance of peer feedback. Interestingly, 75% deem self-feedback less impactful, citing uncertainty in error identification. These insights underscore the significance of targeted training to enhance English writing proficiency across diverse socio-cultural backgrounds.

Generalized and robust model for GAN-generated image detection

Generative adversarial network (GAN)-generated image detection is a crucial yet challenging problem. The advancement of diverse generative models makes it simpler to build realistic synthetic images, but it also increases the likelihood of using images maliciously. Recent techniques of fake image detection often overfit to specific GANs, incapable of generalizing to other GANs. Each GAN leaves its distinct fingerprint on the images it generates. We propose a simple and compact attention network that exploits high-frequency and noise residual patterns of images. We design two-channel image representations in the preprocessing phase, with one channel using a bilateral high pass filter (BiHPF) for high-frequency patterns and the other using photo response non-uniformity (PRNU) for noise residuals capturing from GAN-generated and real images. The feature maps pass through the attention network with a dense layer for classification tasks. We assess the generalizability and robustness of the model through extensive experiments. The model is evaluated on a benchmark dataset in various settings, including cross-category, cross-GAN models with varying class settings and different color manipulations. This study demonstrates that the proposed model outperforms state-of-the-art (SOTA) methods by approximately 5% in different experiment settings.

PENERAPAN PERMAINAN NAHWU MATCHING DALAM PEMBELAJARAN ISIM ISYĀRAH

<p style="text-align: justify;"><em>This research was conducted to increase teachers' insight in applying the nahwu game model so that they can teach Arabic easily.</em><em> </em><em>This research aims to explore the implementation of Nahwu Matching game as a fun and engaging approach to teach the basic structure of isim isyarah (demonstrative pronouns) in a classroom setting. The study specifically focuses on its application in a small class of third-grade students at MI Nurul Amal. The research adopts a qualitative descriptive approach with field research method, utilizing observation, interviews, and documentation as data collection techniques. The main findings reveal that the implementation of Nahwu Matching game in the small class setting is effective and well-received by the third-grade students. The game provides an engaging learning experience, and the students' positive responses demonstrate its success. The study highlights the advantages of using this game in a small classroom, as it facilitates an interactive and enjoyable learning environment. No significant limitations were found in terms of its instructional aspects. The implications of this research suggest that teachers of Arabic language can consider incorporating game-based approaches into their instruction to enhance active and innovative learning experiences. Overall, this study provides valuable insights for educators in utilizing game-based models for teaching Arabic language in an engaging and effective manner.</em><em></em></p>

Changes in Pharmacy Students' Awareness of Hepatitis B Patients through Patient Lectures as Humanity Education: Findings from Questionnaire Surveys of Face-to-Face and Simultaneous Remote Classes.

In 2020, the coronavirus disease 2019 (COVID-19) pandemic made social distancing compulsory. In patient lectures by hepatitis B patients (Patient Lectures)-a humanity education initiative that had traditionally been delivered face-to-face to assembled students-it was necessary to divide the students into two groups, one that attended the Patient Lectures in person (face-to-face group) and another that assembled in a separate room to view the delivered lecture simultaneously and remotely via a teleconferencing platform (remote group). To investigate possible changes in students' awareness of hepatitis B patients before (pre-) and after (post-) the lecture that year, the face-to-face and remote-attendance groups were analyzed separately. The participants were 203 fourth-year students belonging to the Faculty of Pharmaceutical Sciences at Japan's Setsunan University, whose pre-clinical education curriculum prior to pharmacy practice experience included a Patient Lecture. The students were divided into two groups based on their student-ID numbers. Survey questionnaires were completed anonymously before and after the Patient Lecture. The students' awareness of hepatitis B patients' experience changed significantly after attending the Patient Lectures; this change was similar in both the face-to-face and remote-attendance groups. Regarding the possibility of hepatitis B virus infection, the remote group selected fewer answers implying strong convictions than did the face-to-face group, and both groups perceived several issues incorrectly. Although slight differences were observed between the two groups, the changes before and after the lectures were similar, indicating that humanity-education lectures are worthwhile not only when delivered in face-to-face contexts but also when delivered and viewed remotely within a class setting.

Prompting Segmentation with Sound Is Generalizable Audio-Visual Source Localizer

Never having seen an object and heard its sound simultaneously, can the model still accurately localize its visual position from the input audio? In this work, we concentrate on the Audio-Visual Localization and Segmentation tasks but under the demanding zero-shot and few-shot scenarios. To achieve this goal, different from existing approaches that mostly employ the encoder-fusion-decoder paradigm to decode localization information from the fused audio-visual feature, we introduce the encoder-prompt-decoder paradigm, aiming to better fit the data scarcity and varying data distribution dilemmas with the help of abundant knowledge from pre-trained models. Specifically, we first propose to construct a Semantic-aware Audio Prompt (SAP) to help the visual foundation model focus on sounding objects, meanwhile, the semantic gap between the visual and audio modalities is also encouraged to shrink. Then, we develop a Correlation Adapter (ColA) to keep minimal training efforts as well as maintain adequate knowledge of the visual foundation model. By equipping with these means, extensive experiments demonstrate that this new paradigm outperforms other fusion-based methods in both the unseen class and cross-dataset settings. We hope that our work can further promote the generalization study of Audio-Visual Localization and Segmentation in practical application scenarios. Project page: https://github.com/GeWu-Lab/Generalizable-Audio-Visual-Segmentation

Implementing a Picture Prompt and Proximity Intervention in a Classroom with an Adult Learner: A Case Study

The current case study investigated the use of a picture prompt and teacher proximity with an adult learner with significant disabilities during a postsecondary classroom management class and generalization setting. Results indicated that the learner had a higher percentage of intervals of on-task behavior during intervention than baseline. Teacher and learner satisfaction ratings suggested that the intervention was an acceptable strategy. A discussion of study limitations, implications, and future research directions are included.• A simple low tech instructional strategy can improve student on-task behavior.• Teachers can use an antecedent strategy to improve student behavior.• Strategies used in K–12 environments may work in higher education settings.• Successful applied behavior analysis strategies help include students in group participation.

Working with a quarterly wheel: Modern music making in short-term classes

This article details a route of using digital music in a wheel setting for students in secondary school (ages 11 and up). Students worked on song writing, group compositions, presentation skills, creating album artwork, autobiographies and more in a short, seven-week-long class setting. Using digital music in the wheel helped to ensure that music making was accessible, the experience was interactive and inclusive, and gave students an outlet they were excited to come to class for. This wheel was part of the school’s ‘applied academics’, which allowed students to rotate through different classes and electives. Digital music was a small part of applied academics, but had one of the biggest impacts on the students.

The Independent Learners’ Effort and Their Oral Communication Achievement During Pandemic

During the pandemic Covid 19, the situation of teaching and learning English was different from yesterday. with limiting time in the process of study, make the teacher and also the students don’t have much time to communicate directly. They have space for communication. caused the class setting to be online. it makes the students have to be creative in learning. Utilizing the media is needed. Therefore, the students use to be independent in learning The research purpose was to (1) explain the independent learners’ effort to acquire English as Foreign Language and (2) find out independent learners’ oral communication skill achievement from their efforts. This research method is qualitative descriptive. Triangulation is used to make sure the data has been valid. The collecting of data is observation based on the fact that happen before the pandemic and during the pandemic, informant interviews, and document analysis. The technique of validity data used triangulation. The technique of data analysis uses Miles and Huberman’s interactive model. The result of this research shows that independent learners have been creative in the learning process. followed by the score to prove the research has been done in the field of the target.

Classroom Supports for Generalizing

Generalizing is a critical aspect of mathematics learning, with researchers and policy documents highlighting generalizing as a core mathematical practice. It can also be challenging to foster in class settings, and teachers need access to better resources to teach generalizing, including an understanding of effective forms of instruction. This article proposes Classroom Supports for Generalizing (CSGs), investigating how multiple elements—such as tasks, teacher moves, student interactions, and representations—interact to meaningfully foster student generalizing. Drawing on class video data from a middle school teacher and two high school teachers, we present the CSG Framework, which identifies three categories of supports: Interactions for Generalizing, Structures for Generalizing, and Routines for Generalizing.

Evaluation of Yoruba- Biology Instructional Package on Achievement and Emotional Stability among Secondary School Students in Kwara State, Nigeria

The paper examined evaluation of Yoruba-Biologyinstructional package on achievement and emotional stability among secondary school students in Kwara State. Two objectives were formulated for the study, two research questions were raised to guide the study and two hypotheses were tested at 0.05 level of significance. The research adopted Quasi experimental design (pre-test, post-test and control group design).The population for this study consists of 124,723 with target population of 22,842 senior secondary students registered in the Biology Programme for the session 2022/2023 under the Kwara State Ministry of Education. 12,421 are male while 10,421 are female Biology students. A multi-staged sampling technique was used, the sample size consists of 286 students, 149 for the experimental group and 137 for the control group in a class setting. The validated instrument tagged Biology Achievement Test (BAT) with reliability co-efficient of 0.85 was used to collect data for the study shows that the instrument was reliable. The study revealed that the experimental group had higher mean gain than the control group. It also revealed that there was a significant difference in the mean achievement score of students taught ecology using Yoruba-Biology Instructional package and those taught using lecture method. The study concluded that the use of Yoruba-Biology Instructional Package would in no doubt improve the teaching and learning process in Biology. The study also recommended that teachers in secondary school should be encouraged by the school administrators and management to adopt the use of Yoruba-Biology Instructional Package to complement their teaching. This will enhance their teaching methods and provide them with supplementary materials for teaching.