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Lagos State University

NG

10 researchers0 verified5 linked papers278 indexed citations

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Public research profiles associated with Lagos State University.

Research from this institution

Publications linked through researcher authorship records.

1990 · Journal of Research in Science Teaching · 154 citations

The effect of concept mapping on students' anxiety and achievement in biology

Abstract The results of recent studies into the use of the concept mapping heuristic seem to demonstrate that meaningful learning results through its use in science classrooms. While this underscores the need to use more effective instructional strategies in science teaching, the issue of the intervening variable of anxiety in learning and science achievement, and the possible use of a metacognitive strategy in anxiety reduction have not been addressed. This study, therefore, sought to find out if the metacognitive strategy of concept mapping reduces anxiety and thereby enhances achievement in biology. A total of 51 (30 boys, 21 girls) senior secondary one (grade 10) students participated in this experiment. Two instruments—the Zuckerman Affect Adjective Checklist and the Biology Achievement Test—were used in pre‐ and posttest administrations to measure the treatment effect on anxiety and achievement, respectively. Findings support the stand that concept mapping is significantly more effective than the traditional/expository teaching strategy in enhancing learning in biology. In addition, it apparently reduces students' anxiety towards the learning of biology. A significant reduction of anxiety was noticed for male subjects.

2021 · Bulletin of the World Health Organization · 50 citations

National surgical, obstetric, anaesthesia and nursing plan, Nigeria

Recent evidence suggests that strengthening surgical care within existing health systems will strengthen the overall health-care system. However, Nigeria's national strategic health development plan 2018-2022 placed little emphasis on surgical care. To address the gap, we worked with professional societies and other partners to develop the national surgical, obstetric, anaesthesia and nursing plan 2019-2023. The aim was to foster actions to prioritize surgical care for the achievement of universal health coverage. In addition to creating a costed strategy to strengthen surgical care, the plan included children's surgery and nursing: two key aspects that have been neglected in other national surgical plans. Pilot implementation of the plan began in 2020, supported by a nongovernmental organization with experience in surgical care in the region. We have created specific entry points to facilitate the pilot implementation. In the pilot, an electronic surgery registry has been created; personnel are being trained in life support; nurses are being trained in safe perioperative care; biomedical technicians and sterile supplies nurses are being trained in surgical instrument repair and maintenance; and research capacity is being strengthened. In addition, the mainstream media are being mobilized to improve awareness about the plan among policy-makers and the general population. Another development partner is interested in providing support for paediatric surgery, and a children's hospital is being planned. As funding is a key challenge to full implementation, we need innovative domestic funding strategies to support and sustain implementation.

1991 · Journal of Research in Science Teaching · 41 citations

Effects of discovery and expository instructional methods on the attitude of students to biology

Abstract The effects of discovery and expository instructional methods on the attitude of students to biology was investigated. The sample consisted of 240 Form IV biology students randomly drawn from six selected secondary schools in the Oyo state of Nigeria. They were assigned into two groups—experimental and control. The experimental group was exposed to the discovery method, and the control group was taught using the expository method. The science class of Form IV in each of the six schools was selected intact for the study. A nonrandomized pretest‐posttest control group design was employed. The major instrument was the 40–item Scientific Attitude Questionnaire (SAQ). It is a Likert‐type questionnaire using five scales. Two hypotheses were tested. Analyses of the results showed that the experimental group evinced a significantly more favorable attitude to biology than the control group (t = 8.87, p < 0.01). It was also found that the high, average‐, and low‐ability groups in the experimental class evinced a more favorable attitude to biology than their counterparts in the control class. However, there was no significant difference in the attitude of male and female students exposed to the discovery and expository methods (F1,227 = 0.07, p > 0.999). The article concludes with a recommendation that science learning using the discovery method may enable the learner to evince more a favorable attitude toward problem recognition and problem solving than when learning is done by the expository method.

1984 · Journal of Biological Education · 19 citations

In search of a more effective interaction pattern in biology laboratories

The development of scientific process skills is central to laboratory work in biology. A search for the laboratory interaction pattern that is most potent in the development of these skills is described. 720 secondary class three biology students were involved in a pre-test, treatment, post-test experiment in which competitive interaction was found to be superior to cooperative and individualistic interaction patterns in promoting the development of process/laboratory skills.

2025 · The Journal of Educational Research · 14 citations

Bridging culture and science: Culturo-Techno-Contextual Approach in culturally relevant biology pedagogy

As science educators seek innovative methods to engage students, the Culturo-Techno-Contextual Approach (CTCA) has emerged as a promising strategy, particularly for African students. CTCA is a culturally responsive teaching method that integrates culture, technology, and locational context, making science more relatable and meaningful. We assessed CTCA’s effectiveness in enhancing critical thinking in biology among 121 senior secondary students in Lagos State. An explanatory sequential design was used, with the experimental group taught using CTCA and the control group receiving traditional instruction. Data were collected using the Critical Thinking Test in Nutrition (a = 0.80) and interviews. Results showed a significant improvement in critical thinking for the CTCA group (F(1, 198) = 11.43; p < 0.05), with no significant gender differences (F(1,49) = .49; p > .05). Students responded positively to intervention, leading to the conclusion that CTCA effectively enhances critical thinking in biology; hence, adoption of CTCA in biology instruction is recommended.