Folashade Afolabi

Bio: Folashade Afolabi is an academic researcher from University of Lagos. The author has contributed to research in topics: Achievement test & Likert scale. The author has an hindex of 5, co-authored 14 publications receiving 274 citations. Previous affiliations of Folashade Afolabi include University of Ibadan & Tshwane University of Technology.

Analysis of Science Process Skills in West African Senior Secondary School Certificate Physics Practical Examinations in Nigeria

Abstract: 2 Abstract: This study analyzed the science process skills in West African senior secondary school certificate physics practical examinations in Nigeria for the periods of 10 years (1998-2007). Ex-post facto design was adopted for the study. The 5 prominent science process skills identified out of the 15 used in the study are manipulating (17.20%), calculating (14.20%), recording (13.60%), observing (12.00%) and communicating (11.40%). The results also showed high percentage rate of basic (lower order) science process skills (62.80%) as compared to the integrated (higher order) science process skills (37.20%). The results also indicated that the number of basic process skills is significantly higher than the integrated process skills in the West African senior secondary school certificate physics practical examinations in Nigeria. It is recommended that the examination bodies in Nigeria should include more integrated science process skills into the senior secondary school physics practical examinations so as to enable the students to be proned to creativity, problem solving, reflective thinking, originality and invention which are vital ingredients for science and technological development of any nation.

Constructivist practices through guided discovery approach: The effect on students’ cognitive achievement in Nigerian senior secondary school physics

Abstract: The study investigated constructivist practices through guided discovery approach and the effect on students’ cognitive achievement in Nigerian senior secondary school Physics. The study adopted pretest-posttest control group design. A criterion sampling technique was used to select six schools out of nine schools that met the criteria. A total of 278 students took part in the study; this was made up of 141 male students and 137 female students in their respective intact classes. Physic Achievement Test (PAT) with the internal consistency of 0.77 using Kuder Richardson formula 21 was the instrument used in collecting data. The data were analysed using Analysis of Covariance (ANCOVA) and t-test. The results showed that guided discovery approaches was the most effective in facilitating students’ achievement in physics after being taught using a pictorial organizer. This was followed by demonstration while expository was found to be the least effective. Also, there exists no significant difference in the achievement of male and female physics students taught with guided discovery, demonstration and expository teaching approaches and corresponding exposure to a pictorial organizer. It is recommended that physics teachers should endeavour to use constructivist practices through guided discovery approach in order to engage students in problem solving activities, independent learning, critical thinking and understanding, and creative learning, rather than in rote learning and memorization.

Constructivist Problem Based Learning Technique and the Academic Achievement of Physics Students with Low Ability Level in Nigerian Secondary Schools

Abstract: The study investigated the effects of constructivist problem based learning technique on the academic achievement of physics students with low ability levels in Nigeria secondary schools. Pre-test-Post-test control group design was adopted for the study. A purposive sampling technique was used to select 2 schools out of 40-co-educational secondary schools in Taraba state. 105 senior secondary school II physics students were used for the study. Physics Achievement Test (PAT) and physics Ability Level Test (PALT) were used to collect data. The kuder-Richardson coefficient of internal consistency for PAT and PALT were 0.72 and 0.76 respectively. Three hypotheses were tested at p The result of the findings showed that the physics students with low ability level taught with problem based learning technique performed significantly better than those taught with conventional learning method. Also, student taught with problem based learning technique performed significantly better than those taught with conventional method. There was no significant gender difference in the performance of students taught with problem based learning technique. It is recommended that problem-based learning technique should be used in schools to teach various concepts in physics.

Phytochemical Constituents of Some Medicinal Plants in South West, Nigeria

Abstract: The present study was undertaken to investigate the phytochemical constituents of leaves of four medicinal plants viz: Annona senegalensis, Axonopus compressus, Bryophyllum pinnatum and Heliotropium indicum, which are traditionally used as medicine in southwestern part of Nigeria. Qualitative analysis carried out on each plant leaves shows that alkaloids, phenolics, flavonoids, saponins, tannins, were present in all the plants. These plants leaves were also subjected to quantitative analysis and the results indicated that Alkaloids and phenolics distribution were highest in Annona senegalensis followed by Heliotropium indicum while Bryophylum pinatum has the lowest distribution. Flavonoids distribution was highest in Boyophyllum pinnatum followed by Annona senegalensis while Axonopus compressus has the least distribution. Saponins was highest in Heliotropium indicum followed by Bryophyllum pinnatum while axonopus compressus has the least. Tannins distribution was highest in Heliotropium indicum followed by annona senegalensis and Axonopus compressus while Bryophylum pinnatum has the least. I. Introduction The world is blessed with natural and unique medicinal plants (9). A medicinal plant is any plant, which in one or more of its organs contains active ingredients which can be used for therapeutic purposes or contain foundation compounds that can be used for the synthesis of useful drugs. Medicinal plants have invariably been a rich source of new drugs and many drugs in use today were either obtained from plants or developed using their chemical structure as templates (2). The medicinal value of these plants lies in bioactives phytochemical constituents that produce definite physiological action on the human body (3). Phytoconstituents are the natural bioactive compounds present in plants which combined with nutrients and fibers to form an integrated part of human defence mechanisms against diseases and stress conditions (8). Phytochemicals are basically divided into two groups that is primary and secondary constituents according to their function in the plant metabolism. Primary constituents comprises common sugars, amino acids, proteins and chlorophyll while secondary constituents consists of alkaloids, flavonoids, phenolics, saponins and so on (5). The important values of some plants have long been published but a large number of them remain unexplored as yet. So there is a necessity to explore their uses and to conduct pharmacognostic and pharmacological studies to ascertain their therapeutic properties (11). Annona senegalensis, axonopus compressus, Bryophyllum pinnatum and Heliotropium indicum were chosen to study because they were some of the traditionally used medicinal plants in the southwestern past of Nigeria for the treatment of inflammation and cancer. The present study aims at drawing attention to the phytochemical constituents of these plants and comparing them with a view to providing useful information towards effective utilization of these plants. And also bring into focus the scientific rationale behind the usage of these plants in traditional medicine.

First Year Learning Experiences of University Undergraduates in the Use of Open Educational Resources in Online Learning

Abstract: This study investigated -the first year University undergraduates’ experiences in the use of open educational resources (OER) in online learning and their in-course achievement. The design selected for the study was survey and quasi-experimental. A total number of 106 University undergraduates participated in the study after a preliminary study was conducted to ascertain undergraduates’ perception and acceptability of OER. A structured questionnaire on 4-point Likert scale and Achievement Test were used to collect data. The two instruments were validated and trial tested to established reliability using Cronbach’s alpha. Data were analysed using simple percentage and t-test. The results clearly shown that understanding of online learners’ skills, acceptability, perception, and competencies is necessary to provide intervention strategy and appropriate support service which could facilitate their understanding and learning of difficult concepts. It was also discovered that that students that have positive perception of OER performed very well in the achievement test administered.

Learning and Instruction

Abstract: 1. Introduction to Learning and Instruction. SECTION I: LEARNING. 2. Learning to Read Fluently. 3. Learning to Read for Comprehension. 4. Learning to Write. 5. Learning Mathematics. 6. Learning Science. SECTION II: INSTRUCTION. 7. Teaching by Giving Productive Feedback. 8. Teaching by Providing Concreteness, Activity, and Familiarity. 9. Teaching by Explaining Examples. 10. Teaching by Guiding Cognitive Processes during Learning. 11. Teaching by Fostering Learning Strategies. 12. Teaching by Fostering Problem-Solving Strategies. 13. Teaching by Creating Cognitive Apprenticeship in Classrooms. 14. Teaching by Priming Students' Motivation to Learn. References. Author Index. Subject Index.

A systematic review of research on online teaching and learning from 2009 to 2018.

Abstract: Systematic reviews were conducted in the nineties and early 2000's on online learning research. However, there is no review examining the broader aspect of research themes in online learning in the last decade. This systematic review addresses this gap by examining 619 research articles on online learning published in twelve journals in the last decade. These studies were examined for publication trends and patterns, research themes, research methods, and research settings and compared with the research themes from the previous decades. While there has been a slight decrease in the number of studies on online learning in 2015 and 2016, it has then continued to increase in 2017 and 2018. The majority of the studies were quantitative in nature and were examined in higher education. Online learning research was categorized into twelve themes and a framework across learner, course and instructor, and organizational levels was developed. Online learner characteristics and online engagement were examined in a high number of studies and were consistent with three of the prior systematic reviews. However, there is still a need for more research on organization level topics such as leadership, policy, and management and access, culture, equity, inclusion, and ethics and also on online instructor characteristics.

Higher Education in Developing Countries. Peril and Promise.

Abstract: The Task Force on Higher Education and Sociefy. Published by the World Bank, Washington, 2000.

Penerapan Pembelajaran Inkuiri Terbimbing Terhadap Keterampilan Proses Sains Dasar Pada Pelajaran Biologi Siswa Kelas VIII SMP Negeri 7 Surakarta

Abstract: The research objective was to determine the effect of the application of guided inquiry approach to basic science process skills of students in grade VIII Junior High School 7 Surakarta on the basis of competency describes the circulatory systems of humans and their relationship to health. The research uses quasi-experimental research method. The population in this study were all students in grade VIII first semester of Junior High School 7 Surakarta school year 2011/2012, samples were taken with Cluster Random Sampling a number of two classes, namely class control and class experiments. Experimental class totaled 30 students and a control class numbered 30 students. To meet the requirements of the test sample is carried out initial balance ability between the experimental group and control group by t test. Research data in the form of student basic science process skills that include observation, clasifikation, measuring, prediction, conclution, and communication. Research data of basic science process skills outcomes derived from the observation sheet. Analysis of the data in this study using two-sample t test on mini tab 16. T test were selected after the test is a prerequisite Anderson-Darling normality test and Levene's homogeneity test. The results showed that application of guided inquiry learning have a significant influence on basic science process skills of students in grade VIII Junior High School 7 Surakarta. Keywords: inquiry, an inquiry guided, basic science process skills, process skill,education,biology

Constructivist practices through guided discovery approach: The effect on students’ cognitive achievement in Nigerian senior secondary school physics

Abstract: The study investigated constructivist practices through guided discovery approach and the effect on students’ cognitive achievement in Nigerian senior secondary school Physics. The study adopted pretest-posttest control group design. A criterion sampling technique was used to select six schools out of nine schools that met the criteria. A total of 278 students took part in the study; this was made up of 141 male students and 137 female students in their respective intact classes. Physic Achievement Test (PAT) with the internal consistency of 0.77 using Kuder Richardson formula 21 was the instrument used in collecting data. The data were analysed using Analysis of Covariance (ANCOVA) and t-test. The results showed that guided discovery approaches was the most effective in facilitating students’ achievement in physics after being taught using a pictorial organizer. This was followed by demonstration while expository was found to be the least effective. Also, there exists no significant difference in the achievement of male and female physics students taught with guided discovery, demonstration and expository teaching approaches and corresponding exposure to a pictorial organizer. It is recommended that physics teachers should endeavour to use constructivist practices through guided discovery approach in order to engage students in problem solving activities, independent learning, critical thinking and understanding, and creative learning, rather than in rote learning and memorization.