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Journal articles on the topic 'Biology Study and teaching (Secondary) Research'
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1
Almuqbil, Norah Saleh M. "A Proposal for Virtual Laboratories in Learning Biology for Secondary School Curriculum." Journal of Educational and Social Research 10, no. 6 (November 18, 2020): 323. http://dx.doi.org/10.36941/jesr-2020-0130.
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The study aimed to identify the extent of biology teachers' awareness regarding the importance of virtual laboratories in teaching biology for secondary school. It also intended to develop a proposal to enable biology teachers to use virtual laboratories in teaching secondary level. To achieve these aims, the descriptive-analytical approach was used. The research sample consisted of fifty female biology teachers at the secondary level in the city of Al-Kharj. The study applied the questionnaire as its main tool to gather data. The study concluded that the degree of awareness among female biology teachers regarding the importance of virtual laboratories in teaching biology for the secondary level was found at a moderate level. Besides, the ability of female biology teachers to use virtual laboratories in teaching biology for the secondary stage was low. Considering these results, a proposal was developed to enable female biology teachers to use virtual laboratories in teaching biology for secondary school.
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Porozovs, Juris, Laura Liepniece, and Daina Voita. "Evaluation of the Teaching Methods Used in Secondary School Biology Lessons." Journal of Pedagogy and Psychology "Signum Temporis" 7, no. 1 (June 1, 2015): 60–66. http://dx.doi.org/10.1515/sigtem-2016-0009.
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Abstract The teacher’s skills in conducting the lesson and choice of teaching methods play an essential role in creating students’ interest in biology. The aim of the research was to study the opinion of secondary school students and biology teachers regarding the most successful teaching methods used in biology lessons and viable options to make biology lessons more interesting. The research comprised polling students and biology teachers from several schools, namely: 2 secondary schools in Jelgava, 2 in Riga and 1 in Vecumnieki. The responses revealed that 58% of students find biology lessons interesting. 56% of students indicated that their ability to focus attention during biology lessons depends on the task presented to them. Most of all they prefer watching the teacher’s presentations, listening to their teacher telling about the actual topic as well as performing laboratory work and group-work. Many students like participating in discussions, whereas a far smaller number would do various exercises, individual tasks, fill out worksheets or complete projects. Least of all students wish to work with the textbook. The methods most frequently applied by teachers are as follows: lecture, explanation, demonstration, and discussion. Teachers believe that their students prefer laboratory work and discussions as well as listening to their teacher and watching presentations or films. They also indicate at the necessity to link theory with practice and to involve information technologies. While teaching their subject biology teachers try to establish relationship between theory and real life in order to develop their students’ interest in natural processes.
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Nuhu Ibrahim, Abba Alhaji Mohammed, Musa Abdullahi, Grace Ifemedike Uzoma, and Maryam Gambo Bizi. "The attitude of biology teachers towards improvisation and utilization of instructional materials in teaching and learning biology in private secondary schools in Potiskum local government area." GSC Advanced Research and Reviews 8, no. 1 (July 30, 2021): 028–40. http://dx.doi.org/10.30574/gscarr.2021.8.1.0112.
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This study was carried out on the Attitude of Biology Teachers towards Improvisation and Utilization of Instructional Materials in Private Secondary Schools in Potiskum Local Government Area. Four research questions in line with the purpose of the study were formulated to guide the study. Descriptive survey research design was adopted for the study. The target group of the study was the entire 38 Biology teachers from 22 Private schools in Potiskum Local Government Area. Due to manageable size of the group, there is no sample and sampling technique used for the study as such the entire group was used for the study. Data were collected for the study through the administration of structured questionnaire. The data obtained were analysed using mean. The findings of the study revealed that, Biology teachers give students group projects to produce instructional materials and Biology teachers request that students bring materials in the environment to be used as improvised material during lessons. The findings of the study also revealed that, Biology teacher utilized improvised Visual aids like diagram, charts, posters, pictures and photographs for effective teaching of Biology, and Biology teachers utilized available resource person in the community to improvised instructional materials for teaching Biology. The findings of the study further revealed that, the use of Improvised Biology Materials helps the biology teachers to capture and sustain the curiosity and interest of the learners towards the lesson in schools and that the use of Improvised Biology Materials helps the biology teachers to motivate students in the subject being taught. The findings of the study also revealed that, lack of awareness on where to obtain facilities for improvising instructional materials and lack of motivation on part of government for Biology teachers in their efforts towards improvisation of instructional materials for teaching Biology are some of the problems faced by Biology teachers towards improvisation of Instructional Materials for Teaching and Learning of Biology in Private Secondary Schools in Potiskum Local Government Area. It was recommended that, Policy-makers in the secondary schools should raise fund so as to procure materials necessary for improvisation and purchase of textbooks that will facilitate the effective teaching of the course.
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Khrypunova, Tetiana. "Molecular Biology and Genetics Teaching at Different Levels of Education." Ukraïnsʹkij žurnal medicini, bìologìï ta sportu 5, no. 5 (November 1, 2020): 293–97. http://dx.doi.org/10.26693/jmbs05.05.293.
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This article is focused on mapping out the form and extent of education of genetics and molecular biology in high schools in Czech Republic and impact of liberalization of education compared to education in Slovac Republic, where education is partly liberalized, and Ukraine, where education is centralized. We have evaluated the available literature, subjective satisfaction of students and retrospective evaluation from absolvents of adequacy of education according to further studies on universities or colleges. In this article we concentrated on gymnasiums and lyceums, because genetics and molecular biology is taught (as separate disciplines) in these types of school and relevant part of students continue studying them in colleges and universities. Among the students of universities who answered the questions of our questionnaire were students of the biological, biochemical and medical faculties, because they were the ones who continue to study these subjects in universities. Material and methods. Our research was based on studying the available literature concerning current legislation of the selected countries (mainly the difference between education systems of countries), as well as surveys among middle and high school students, university students and secondary school teachers in the form of a questionnaire. We are aware of the fact that the amount of data we have obtained in the research is not entirely sufficient to create a picture of the overall situation, but we hope that the obtained data will still provide some insight into the situation as a whole. According to collected data we have divided taught topics into several categories: depending on the extent and depth of immersion in the topic of teaching; the degree to which they are understandable to students; and the degree to which the topics are sufficient for further study at universities. We compared the results of the above countries and outlined the relationship between them. Conclusion. We noted several changes that had occurred in education under the influence of the liberalization
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İsfəndiyar qızı Sadıqova, Günay, and İlhamə Əlixan qızı Quliyeva. "Physical education secondary schools, relations sports, preschool military and biology." SCIENTIFIC WORK 15, no. 3 (March 24, 2021): 43–45. http://dx.doi.org/10.36719/2663-4619/64/43-45.
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Sport not only makes us healthier, but also gives us a sense of self-confidence. In general, we become more energetic with an active lifestyle, which affects the rejuvenation of cells and metabolism. While some people consider sports to be a duty to protect their health, there are also people who believe that sport is a form of entertainment, because there are many sports that do not require much physical effort. There are no barriers to exercise for a person who is really worried about his health. Healthy upbringing of young people, equipping schoolchildren with medical knowledge has not lost its relevance today as the main task of pedagogical staff. Because our independent republic must be governed by healthy, well-developed and ready young people. By conducting research on the teaching of sports knowledge to students in the teaching of biology, it is to study its content, possibilities, directions, forms and methods, optimal forms of organization, ways and effective work system. Key words: sports lessons, health, anatomy, teaching process, extracurricular, interest, favorable conditions, application of new learning technologies, quality of education, family, educational institutions, secondary schools, universities
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Fadzil, H. M., and R. M. Saat. "Exploring Secondary School Biology Teachers’ Competency in Practical Work." Jurnal Pendidikan IPA Indonesia 9, no. 1 (March 31, 2020): 117–24. http://dx.doi.org/10.15294/jpii.v9i1.21477.
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A competent biology educator should be efficient in the design, organizing, and execution of practical work and the evaluation of practical skills. Nevertheless, according to past research, the participation of students in conducting experiments is inadequate, and the teachers are not guiding them effectively. One of the issues that could lead to this problem is the lack of efficiency of the teacher to carry out practical work. To gauge this problem, a qualitative study has been conducted. The study involves eight biology teachers from eight secondary schools in two states in Malaysia, namely Kuala Lumpur and Selangor. Data were collected through observation at biology laboratory, interviews with biology teachers, and analysis of related documents such as lesson plans. Collected data were analyzed using constant comparative data analysis methods to explain the core phenomenon of this study. Three (3) themes emerged in this study: (i) difficulty in designing and planning practical lessons effectively, (ii) insufficient preparation before conducting practical lessons and (iii) improper evaluation of students’ achievement in biology practical lessons. The results of this study offer information on the competence of biology teachers, which can be used to enhance the quality and standards of biology teaching and learning.
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Akinbadewa, Bukola Omowumi, and Olaniyi Alaba Sofowora. "The Effectiveness of Multimedia Instructional Learning Packages in Enhancing Secondary School Students’ Attitudes toward Biology." International Journal on Studies in Education 2, no. 2 (August 23, 2020): 119–33. http://dx.doi.org/10.46328/ijonse.19.
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The study investigated the effectiveness of multimedia learning packages in improving the attitudes of students toward learning Biology in secondary schools. The study employed a quantitative and qualitative research approach. The population for the study consisted of all students offering Biology as a subject in the senior secondary schools in Ibadan North Local Government Area of Nigeria, from where a sample of 80 students was randomly selected from three secondary schools and assigned to three groups (one control and two experimental groups). Two multimedia instructional learning packages (MILP) were designed for the study. The topic treated was Cell Division, and the study lasted for six weeks. The packages and all instruments used were validated for content and construct validity, and reliability test was also done. The results showed that multimedia instructional packages used in teaching and learning Biology in secondary schools enhanced better students’ engagements and positive attitudes toward learning. It was concluded that students developed positive attitudes toward learning Biology after using the packages and that multimedia instructional packages are an interesting and creative method of teaching, learning, and enhancing positive attitudes towards learning among secondary school students.
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Uitto, Anna, Pirkko Kärnä, and Riikka Hakonen. "Relationship between the Working Methods and Lower Secondary School Students’ Performance and Attitudes towards Biology." Lumat: International Journal of Math, Science and Technology Education 1, no. 3 (September 30, 2013): 263–78. http://dx.doi.org/10.31129/lumat.v1i3.1105.
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The contribution of different working methods and learning environments to grade nine students’ performance in biology as well as their attitudes towards biology as school subject were studied. The research is based on the data collected for the assessment in natural sciences at comprehensive schools by the Finnish Board of Education in 2011. The survey data of the present study consisted of 2989 ninth grade students from 97 comprehensive schools. Students’ performance in biology was clearly correlated with the positive attitude towards biology as a school subject. There were strong correlations between the performance and teaching approaches, which emphasize students’ activity in experimental investigations, making observations, pondering of causes and effects as well as applying knowledge to everyday live. These inquiry-oriented approaches correlated also with the positive attitude towards biology. There were also correlations between positive attitude to biology and teacher-led conversations, pondering of different viewpoints, taking account of students’ opinions and ideas in teaching and the methods emphasizing students’ autonomy and self-evaluation. Positive attitude correlated also with the teaching approach, by which students received information about the development, structures and mechanisms of the world. Directed teaching did not correlate with the performance in biology or the positive attitude towards biology. To enhance students’ performance and positive attitudes in biology, it would be important use experimental work and inquiry-based learning in biology education.
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Tsaparlis, Georgios. "First and second thoughts about teaching secondary chemistry." Lumat: International Journal of Math, Science and Technology Education 3, no. 3 (July 30, 2015): 371–80. http://dx.doi.org/10.31129/lumat.v3i3.1035.
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This paper selectively reviews both early and more recent work by the author on the teaching of chemistry at secondary level. The purpose is twofold: (i) to review the proposals, their features, and the research behind them, (ii) to emphasize the strength over time of the work presented, but also the need for constant revision. The reviewed topics for lower secondary education (7th-9th grades) include: a revised curriculum (1984); a study of Greek students’ contextual chemistry knowledge (1987); an updated proposal about the curriculum (2001); an integrated physics and chemistry program for the 7th grade (2000), that has been further developed recently (2011) to include biology; two research studies on teaching methodology (2000)’; a chemistry course for the 8th grade (2010); revision of the current formal Greek chemistry curriculum (2014). The reviewed topics for upper secondary education (10th-12th grades) include: three early (1981, 1985a, 1985b) studies on Greek students’ strengths and difficulties with chemistry; a context-based chemistry curriculum (1988, 1991); proposals for new chemistry curricula (2000, 2011, 2014) for the 10th and 11th grades. Coupling to the PARSEL modules is also made. The paper concludes by making reference and connection to the work of Hans Jürgen Schmidt.
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Effiong, Oji Ekpo, and Charles E. Igiri. "Impact of Instructional Materials in Teaching and Learning of Biology in Senior Secondary Schools in Yakurr LG A." International Letters of Social and Humanistic Sciences 62 (October 2015): 27–33. http://dx.doi.org/10.18052/www.scipress.com/ilshs.62.27.
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This study was designed to determine the impact of instructional materials in teaching and learning of Biology by SS II students in Yakurr local government area of Cross River state. In order to effectively handle the study, four research questions were formulated to guide the study. The descriptive statistical method was employed so as to determine the impact of teacher’s effectiveness. Five (5) comparable secondary schools were selected to represent the population of the study. The data collected were analyzed using simple percentage method to verify the research questions formulated for this study. The result of the findings revealed that there is a positive achievement in students taught by highly qualified biology teachers and those exposed to instructional materials during lessons. It was recommended that government make available to schools the basic instructional materials as this will enhance an effective teaching and learning process.
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Belay, Mehari Tesfamariam, Dr David Wanyonyi Khatete, and Dr Bernard Chomba Mugo. "TEACHERS' ATTITUDE TOWARDS INTEGRATING ICT IN CLASSROOM INSTRUCTION IN TEACHING AND LEARNING BIOLOGY IN SECONDARY SCHOOLS IN THE SOUTHERN REGION, ERITREA." Journal of Education and Practice 4, no. 1 (April 17, 2020): 56. http://dx.doi.org/10.47941/jep.393.
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Purpose: The research was to establish teachers' attitude towards integrating ICT in classroom instruction Methods: The study was carried out in secondary schools of the southern region, Eritrea. A descriptive survey research design was adopted. The study targeted 27 public secondary schools in the region. Stratified random sampling technique was used to get a sample of 12 secondary schools from 12 sub-regions. The sample of respondents of the study was drawn from these 12 secondary schools of 12 sub-regions. The respondents were 12 school directors, 34 Biology teachers and 175 grade eleven students. Questionnaires, interview and observation schedules were used as instruments for data collection. Questionnaire for Biology teachers and students, Interview Schedule for school Directors, were employed. Piloting and consultation were conducted to establish validity and reliability before the instruments were used for the actual data collection. The data collected included both qualitative and quantitative data. The quantitative data were analyzed using Statistical Package for Social Sciences (SPSS). The qualitative data obtained from the open-ended questions were analyzed thematically based on research objectives.Results: The study found that majority of Biology teachers who participated in the study had a positive attitude towards the use of ICT in teaching and learning. They liked to use ICT in their Biology lessons; they believed ICT makes learning Biology interesting, understandable and improves learners' performance Unique Contribution to Theory, Practice and Policy: The study recommended that Ministry of Education should provide adequate in-service training on ICT integration skills for teachers
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Lewis, Jennifer R., Mark S. Kotur, Omar Butt, Sumant Kulcarni, Alyssa A. Riley, Nick Ferrell, Kathryn D. Sullivan, and Mauro Ferrari. "Biotechnology Apprenticeship for Secondary-Level Students: Teaching Advanced Cell Culture Techniques for Research." Cell Biology Education 1, no. 1 (March 2002): 26–42. http://dx.doi.org/10.1187/cbe.02-02-0003.
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The purpose of this article is to discuss small-group apprenticeships (SGAs) as a method to instruct cell culture techniques to high school participants. The study aimed to teach cell culture practices and to introduce advanced imaging techniques to solve various biomedical engineering problems. Participants designed and completed experiments using both flow cytometry and laser scanning cytometry during the 1-month summer apprenticeship. In addition to effectively and efficiently teaching cell biology laboratory techniques, this course design provided an opportunity for research training, career exploration, and mentoring. Students participated in active research projects, working with a skilled interdisciplinary team of researchers in a large research institution with access to state-of-the-art instrumentation. The instructors, composed of graduate students, laboratory managers, and principal investigators, worked well together to present a real and worthwhile research experience. The students enjoyed learning cell culture techniques while contributing to active research projects. The institution's researchers were equally enthusiastic to instruct and serve as mentors. In this article, we clarify and illuminate the value of small-group laboratory apprenticeships to the institution and the students by presenting the results and experiences of seven middle and high school participants and their instructors.
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Feyisayo, D. Elugbaju, Adeyinka Oluwaseun Kareem, and Popoola Oluwasegun. "Effects of English and Yoruba interpreted biology picture label as an advanced organiser on students’ learning outcomes in senior secondary schools in Ife East local government area." Contemporary Educational Researches Journal 9, no. 3 (August 31, 2019): 57–65. http://dx.doi.org/10.18844/cerj.v9i3.4285.
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The study assessed the effect of English and Yoruba interpreted biology picture labels as an advance organiser on the achievement of senior secondary school biology students in Ile-Ife. It also investigated the effect of the labels on students’ attitude toward biology. The study adopted the non-equivalent pre-test-post-test control group research design. The population for the study consisted of senior secondary school students in Ife-East Local Government Area of Osun state. The study sample comprised 128 senior secondary school II biology students in three intact classes selected using simple random sampling technique. The three classes were randomly assigned to two experimental and one control group, namely: Picture labels in English advance organiser group, picture labels interpreted into Yoruba advance organiser group and the conventional teaching method group. Two research instruments were used for the study, namely: Students’ achievement test in biology and students’ attitudinal questionnaire. Data were analysed using analysis of covariance. The results of the study revealed that there was a significant effect in the achievement of students in the experimental and control groups. There was also a significant effect in the attitude of students in experimental and control groups, with Yoruba interpreted picture labels having a better effect on the learning outcomes of biology students than picture labels in English and the conventional teaching method. The study concluded that picture labels interpreted into Yoruba as advance organiser was a better strategy in improving students’ learning outcomes in biology.
Keywords: Achievement; advance organiser; attitude; picture; Yoruba language
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Ahmed, Mulkah Adebisi, and Michael Olubunmi Odewumi. "Impact of Visual Learning Devices on Secondary School Biology Students’ Academic Performance in Ilorin, Nigeria." Indonesian Journal of Science and Education 4, no. 2 (October 1, 2020): 83. http://dx.doi.org/10.31002/ijose.v4i2.2722.
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<div class="WordSection1"><p>Visual learning devices can be instructional tools utilised by the instructors globally. However, despite its relevance for teaching, the awareness of its use have not been notably established. Therefore, the study examined the impact of visual learning devices on secondary school (SS) biology students’ academic performance in Ilorin, Nigeria. Study was of descriptive of the survey type and sampled were 100 teachers and <span style="text-decoration: underline;">139 </span>students in Ilorin, Nigeria. The instrument was the researchers-designed questionnaire which was validated by two Biology educators, two educational technologists and a test, measurement and evaluation specialist. Whereas, the face and content and pilot tested were observed with Cronbach alpha, and reliability coefficients were recorded at 0.05 level of significance. Seven research questions were raised and answered while three research hypotheses were formulated and tested. Findings revealed a significant difference between male and female students; between the students in SS I. II, and III and between the rural and urban schools students on impact of visual learning devices on students’ academic performance. Therefore, the study concluded that visual learning devices has impact on students’ academic performance. Hence, the use of visual learning devices was recommended for all secondary schools in Nigeria for the teaching of Biology.</p><p><em> </em></p><p><strong>Keyword</strong>: learning devices, academic performance, biology students,<strong> </strong>impact</p></div>
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Kelkay, Asrat Dagnew, and Chekula Sitotaw. "The effect of practicalwork to enhance ninth grade achievement in biology class: The case of diaspora secondary school, Ethiopia." Global Journal of Guidance and Counseling in Schools: Current Perspectives 9, no. 3 (December 31, 2019): 95–105. http://dx.doi.org/10.18844/gjgc.v9i3.4253.
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The aim of this study was to investigate the effects of practical work enriching instruction of biology lessons on ninth grade students’ attitudes towards biology lessons and their achievement based on students’ success. Attitude pre-test, attitude post-test, achievement pre-test and achievement post-test are employed for all participants in addition to interviewing four students randomly selected from the total participants. The test was applied to students in two different times. According to the research results, it was found that the experimental teaching method was more effective in the attitude and achievement level of students in some biology lessons, and attitude and achievement have a positive correlation. Therefore, the study recommends that high school biology teachers should plan their lessons in a more practical way to boost (enhance) learners' attitude as well as achievement. All stakeholders including curriculum planners should take part in the planning process.
Keywords: Achievement, attitude, effect, practical work, teaching method.
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K. Ronoh, Peter, Fred N. Keraro, and Samuel W. Wachanga. "Enhancing Biology Achievement of Secondary School Learners Using Experiential Computer Assisted Instruction." International Education Studies and Sustainability 1, no. 1 (February 27, 2021): p58. http://dx.doi.org/10.22158/iess.v1n1p58.
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This paper reports a study that investigated effects of Experiential Computer Assisted Learning (ECAI) on learners’ achievement in Biology in Kenya. Solomon’s Non-Equivalent group four research design was used. Four schools were purposively sampled. The schools were randomly assigned to four groups, two experimental and two control groups. All the learners covered same content. Teachers of the experimental groups used ECAI while teachers of control groups used regular approaches. The study focused on the topic Genetics and involved a sample of 163 Form Four learners. Biology Achievement Test (BAT) was used to collect data. The instrument was validated by five experts in Educational Research. Reliability of BAT was estimated using Cronbach’s alpha coefficient. A co-efficient of 0.719 was obtained. The Constructivist and Experiential learning theories guided the study. Data collected were analyzed using ANOVA, t-test and ANCOVA. Hypotheses were tested at an alpha level of 0.05. The findings indicate that learners taught using ECAI had significantly higher scores than those in control groups. It is recommended that the Kenya Institute of Curriculum Development (KICD) incorporates ECAI in the teaching of school Biology to enhance learning. Science teacher education programmes should also incorporate ECAI to enhance its use in schools.
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Ronoh, Peter K., Fred N. Keraro, and Samuel W. Wachanga. "Enhancing Biology Achievement of Secondary School Learners Using Experiential Computer Assisted Instruction." International Education Studies and Sustainability 1, no. 1 (February 27, 2021): p59. http://dx.doi.org/10.22158/iess.v1n1p59.
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This paper reports a study that investigated effects of Experiential Computer Assisted Learning (ECAI) on learners’ achievement in Biology in Kenya. Solomon’s Non-Equivalent group four research design was used. Four schools were purposively sampled. The schools were randomly assigned to four groups, two experimental and two control groups. All the learners covered same content. Teachers of the experimental groups used ECAI while teachers of control groups used regular approaches. The study focused on the topic Genetics and involved a sample of 163 Form Four learners. Biology Achievement Test (BAT) was used to collect data. The instrument was validated by five experts in Educational Research. Reliability of BAT was estimated using Cronbach’s alpha coefficient. A co-efficient of 0.719 was obtained. The Constructivist and Experiential learning theories guided the study. Data collected were analyzed using ANOVA, t-test and ANCOVA. Hypotheses were tested at an alpha level of 0.05. The findings indicate that learners taught using ECAI had significantly higher scores than those in control groups. It is recommended that the Kenya Institute of Curriculum Development (KICD) incorporates ECAI in the teaching of school Biology to enhance learning. Science teacher education programmes should also incorporate ECAI to enhance its use in schools.
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Borza, Natalia. "The bewildering complexity of the biology register." Research in Corpus Linguistics 4 (2016): 9–24. http://dx.doi.org/10.32714/ricl.04.02.
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While considerable research has been conducted on the register analysis of English language tertiary textbooks, relatively little is explored about the register analytical features of secondary textbooks. The purpose of the present pedagogically-driven study is to analyse the register of biology textbooks for secondary students from the point of view of English as a Second Language (ESL) teaching by describing the register of the biology corpus (BIOCOR) that 10th grade students need to process during their studies at a bilingual secondary school. The research reports on the characteristic linguistic features of the BIOCOR with regard to the complexity of the texts syntactic structure. The BIOCOR (consisting of 7,021 words) is compared to a reference corpus (REFCOR) of general English texts at a CEFR B2 level (comprising 7,098 words) by exploring the frequency of ten types of syntactic structures (simple, compound and complex sentences of various number of dependent and independent clauses). The results of the investigation disclose that syntactic simplicity is prevalent in the BIOCOR: simple sentences abound, complex sentences are used in a modest manner, while complex-compound sentences are hardly present in the corpus. The syntactic simplicity of the biology textbook can be regarded as one of the linguistic features revealing the non-academic but popularizing nature of the secondary textbook register.
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OKOLO, Dr M. A., and Dr O. G. OLUWASEGUN. "Effect of Computer- Simulation on Achievement and Interest in Cell Division Among Male and Female Secondary School Students in Abuja, Nigeria." Volume 5 - 2020, Issue 8 - August 5, no. 8 (August 30, 2020): 808–12. http://dx.doi.org/10.38124/ijisrt20aug519.
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This study is aimed at investigating the ‘Effect of Computer Simulation on Achievement and Interest in Cell Division among Male and Female Secondary School Students in Abuja. The study adopted quasi experimental research design. The sample of the study was 72 students consisting of 33 males and 39 females from two intact classes randomly drawn from all the co-educational schools in the six area councils in Abuja. One class was randomly assigned to the experimental group while the other served as the control group.The experimental group was taught cell division using computer simulation teaching strategy while the control group was taught using the conventional teaching method. The study lasted for six weeks. Two research questions were raised and two corresponding null hypotheses were postulated and tested at 0.05 level of significance. Two instruments were used for data collection which were; Cell Division Achievement Test (CDAT) and Cell Division Interest Scale (CDIS). CDIS was based on four point likert rating scale. CDAT had a reliability coefficient of 0.81 using kuder- Richard K-R 21 and CDIS had 0.86 using Cronbach’s alpha. The results revealed that: Computer simulation strategy was found to be better than the conventional method in teaching and learning of cell division; gender was not a determinant factor in Biology students’ interest ratings in teaching cell division. It was recommended among others that Biology teachers should adapt the use of Computer simulation strategy in teaching cell division.
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Shabnam Bibi and Muhammad Hameed Nawaz. "A Study on the Effect of Emerging Technology on Students' Academic Achievements at Secondary Level." Journal of Business and Social Review in Emerging Economies 6, no. 1 (March 31, 2020): 365–78. http://dx.doi.org/10.26710/jbsee.v6i1.1088.
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The rapid growth in the use of technology particularly the use of emerging technologies has provided an opportunity to educators around the world to investigate the most suitable learning environments and more effective related material that would cater students’ diverse learning styles and knowledge. Therefore, the aim of the present study was “a study on the effect of emerging technology on students’ academic achievements at secondary level”. The sampling population of the present study is all students of grade 10 who are studying in public high school in Punjab. Use of emerging technology and its experiment was delimited to Biology students of class 10th in Govt Girls High School No1 Fateh Jang (Attock) sessions 2016-17 and its experiments was delimited to four chapters of Biology textbook. This study sought to discover that learning through emerging technology improved student academic achievement. Two different methods of instruction were employed for this research study. The first method of instruction was the traditional lecture and whiteboard method. The second method of instruction was the use of technological instruction. Students of 10th class in subject Biology were studied. Two groups controlled and experimental was selected on the basis of pre test to equate the knowledge level for experiment. For item analysis, researcher used SPSS, Mean. Overall the achievements of students were satisfactory. After analysis of the data conclusions were drawn that there is major difference between the students of experimental post and control post. The mean score of experimental post students is greater than control post. It is recommended that Teachers should use Emerging Technology based teaching aids like computer animations etc. to develop student’s interest in the subject for maximum teaching learning out-comes.
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Carlin, Joel. "A Case-Study Approach to Teaching Population Management & Conservation." American Biology Teacher 81, no. 9 (November 2019): 638–43. http://dx.doi.org/10.1525/abt.2019.81.9.638.
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Conservation employers have long valued the in-depth, highly technical training provided by graduate and undergraduate environmental science curricula. However, employers also highly value communication and critical-thinking skills beyond research science, especially the ability to make management decisions within sociopolitical, financial, and ecological contexts. I developed and implemented a budgeted management plan assignment in lower- and upper-level courses in biology and environmental studies programs at an undergraduate liberal arts college. Students must develop specific, assessable conservation objectives to manage a population within a budget that limits available money, time, and sociopolitical will. Students must conduct extensive scientific literature reviews, then decide which of 89 actions will be most cost-effective. Instructors and students responded positively to the assignment, particularly noting difficulty, realism, and interdisciplinarity as defining features, especially in comparison to more traditional field lab reports. The resulting writing assignment involves little class time and instructor supervision, can be customized for both advanced undergraduate and secondary education curricula, and involves high critical-thinking skills in all four cognitive dimensions of learning as described by Anderson and Krathwohl (2001).
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Mehmood, Nasir, Muhammad Anwer, and Ahmed Tatlah. "Effect of Combined Teaching Strategies on Higher Order Thinking Skills (HOTS) of Biology Students." Global Regional Review IV, no. I (March 30, 2019): 312–19. http://dx.doi.org/10.31703/grr.2019(iv-i).33.
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In this age of globalization, learning priorities of the learners have been under dramatic changes and teachers have to develop combination of such strategies which can engage the learners of the 21st century. The objectives of this study were to examine the effect of combined teaching strategies on low and high achievers higher order thinking skills in biology at secondary level, conducted in a public school of Punjab province. The researcher used the combined teaching strategies which comprised of KWLH charts, hands on activities, multimedia integration and cooperative learning to cover the contents from 10th grade text book of Biology, for a period of 8 weeks. In this experimental research posttest only, design was adopted. The HOTS of biology students were assessed through 50 multiple choice items. After the intervention, experimental group exhibited promotion in HOTS of the biology students as compared to their counterparts. The results of t-test showed that these combined teaching strategies not only promote the HOTS of high achievers but were effective for the low achievers as well.
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Fatoba, Joseph, and ABIDAKUN Ojo Titus. "Availability and Utilization of Equipment/Materials in Senior Secondary Schools Biology Practical Activities in Ekiti State, Nigeria." International Journal for Innovation Education and Research 7, no. 12 (December 31, 2019): 69–80. http://dx.doi.org/10.31686/ijier.vol7.iss12.2010.
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This study assessed availability and utilization of biology equipment/materials in Ekiti State Senior Secondary School Biology lessons. The study specifically examined the extent to which school location affects the availability and utilization of Biology laboratory materials for practical activities.The study adopted the descriptive research design of the survey type. The population of the study comprised of 19,603 Senior Secondary School II (S.S.S2) students and 378 Biology teachers in all 189 Public Secondary Schools in Ekiti State. The sample for this study were 490 respondents, comprising 450 Students and 40 teachers randomly selected from 18 secondary schools using multi-stage sampling technique. Three set of instruments tagged ‘Biology Teacher Activities Questionnaire (BTAQ)’, ‘Biology Student Activities Questionnaire (BSAQ)’ and ‘Biology Equipment/Materials Checklist (BEC)’ were used for the study. The three instruments BTAQ, BSAQ and BEC were validated by experts. Also the reliability of the three instruments BTAQ, BSAQ and BEC yielded reliability coefficients of 0.87, 0.79 and 0.68 respectively. The data were analysed using descriptive and inferential statistics. The descriptive statistics of frequency counts, percentages and means were used to answer research questions while the inferential statistics involving t-test statistics was used to test the hypothesis, the hypothesis was tested at 0.05 level of significance.The findings of the study showed that facilities for Biology practical activities were available in schools moderately. It was also found that the utilization of available facilities for Biology practical activities in schools was moderate. It was found that there was no significant difference between availability and utilization of materials for practical activities in rural and urban schools. Based on the findings of the study, it was recommended that government in collaboration with Non-Governmental Organizations (NGOs) should ensure that resources are provided in the laboratory for effective teaching- learning process. Also, periodic seminars and workshops should be organized for Biology teachers in order to enhance their effective utilization of facilities for Biology practical.
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Oghenevwede, Oyovwi Edarho. "Enhancing Biology Students' Academic Achievement and Attitude Through Self-Regulated Learning Strategy in Senior Secondary Schools in Delta Central Senatorial District." Journal of Educational and Social Research 9, no. 4 (October 1, 2019): 149–56. http://dx.doi.org/10.2478/jesr-2019-0064.
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Abstract This study focused on enhancing biology students' achievement and attitude through Self-Regulated Learning Strategy in secondary schools in Delta Central Senatorial District. The study adopted the quasi-experimental pre-test, post-test control group design. Four research questions and four research hypotheses were formulated and raised to guide the study. The population of the study was all the biology students in senior secondary school II (SS II) in all the government-owned public secondary schools in Delta Central Senatorial District with an estimation of six thousand, four hundred and twenty-one students (6,421). A sample of two hundred and forty-five (245) senior secondary schools II students randomly selected from four (4) public mixed secondary schools was used for the study. The Simple Random Sampling Technique was adopted to draw the sample. The instruments used for data collection were the Biology Achievement Test (BAT) and Biology Attitude Questionnaire (BAQ). BAT and BAQ were validated by I Measurement and Evaluation and Biology teachers that have taught biology for more than ten (10) years. The reliability of BAT and BAQ were established using Kuder-Richardson formula 21 and Cronbach Alpha which yielded a coefficient of internal consistencies of 0.75 for BAT and 0.80 for BAQ respectively. Data were collected by administering the biology achievement test (BAT) and biology attitude questionnaire (BAQ) as pre-test and post-test. The data obtained were analysed using mean, standard deviation Analysis of Variation (ANOVA) and Analysis of Covariance (ANCOVA). The result shows that self-regulated regulated learning strategy significantly enhanced students' achievement in biology compared to the lecture method; there was no significant difference between the mean achievement score of male and female students taught biology using self-regulated learning strategy; there was a significant difference between the mean attitude score of students taught using self-regulated learning strategy compared with those taught with lecture method in favour of students taught using the self-regulated learning strategy and there was no significant difference between the mean attitude score of male and female students taught biology using self-regulated learning strategy. Based on the findings it was concluded that self-regulated learning strategy significantly enhances students' achievements and attitudes in biology. It was therefore recommended that biology teachers should adopt the strategy in teaching biology at the secondary school level and that biology teachers should be trained on how to use the skills of self-regulated learning strategy effectively.
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Omariba, Alice, Bernard Lawrence Ong’amo, and Samson Rosana Ondigi. "EXTENT OF USE OF BIOLOGY INSTRUCTIONAL RESOURCES AND EFFECT ON STUDENTS ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS IN SIAYA COUNTY – KENYA." International Journal for Innovation Education and Research 5, no. 7 (July 31, 2017): 118–41. http://dx.doi.org/10.31686/ijier.vol5.iss7.723.
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This study sought to find out the extent of use of biology teaching and learning resources and how it affects students’ academic performance. The study was carried out in public secondary schools in Siaya County. The researcher used a sample of twenty-three schools drawn from ninety two public secondary schools selected through stratified random sampling. Teacher respondents were purposively or randomly sampled. Purposive sampling was used to choose the most experienced biology teacher from two or more teachers teaching form two classes. Where there existed more than one long serving and experienced teachers teaching form two classes, random sampling was employed to pick one of them for interview. Student respondents were chosen through random sampling in single sex schools and stratified random sampling in mixed schools. Head teachers from each of the sampled schools were selected for personal interview. The data were collected using questionnaires, checklists, observation schedules and interview guides. Observation schedules were used by the researcher to ascertain use of resources by teachers and learners and the resultant tests used to determine the score differences in achievement between classes frequently taught using resources and those rarely taught using resources. Interviews with head teachers were used to countercheck the information given by teachers and students on utilization of resources. The findings of the study established that audio-visual resources were least usedin schools. The resources were mainly bought by the headteachers. The researcher’s assessment during live lesson teaching using observation schedules showed that students frequently taught using resources performed better than those rarely taught using the resources. The research also established that frequent use of resources was not the only factor determining high student’s academic performance but other factors like teacher’s qualification, pedagogy, attitudes and students’ entry behaviour also played a role in realizing improved academic performance in students.
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Ibrahim, Almukarramah, Gunawan, Mohd Isha Awang, and Marwan. "PELAKSANAAN PENDEKATAN INTEGRATIF DALAM MENINGKATKAN PEMBELAJARAN IPA-BIOLOGI PADA SEKOLAH MENENGAH PERTAMA ACEH INDONESIA." Visipena Journal 11, no. 1 (June 29, 2020): 116–31. http://dx.doi.org/10.46244/visipena.v11i1.1087.
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The authority of the Aceh government in giving birth to a Madani Islamic community based on the Islamic Sharia in the Serambi Mecca through the primary and secondary education channels, it is necessary to integrate Islamic values in all subjects in schools, including the Natural Sciences (IPA) Biology. The problem in conventional teaching and learning approaches for science subjects (Biology) has nothing to do with knowledge of the Quran and Hadith which is the capital for integrating science and technology. This research aims to study the implementation of teaching and learning (Biology) which integrates Islamic values in Middle School (SMP). Specific aspects that are studied are comparing conventional approaches with Islamic group approaches in Natural Sciences (Biology) in the classroom using experimental designs, with the structure of biology tests. The research sample consisted of 123 middle school students and the data were analyzed using statistical tests to determine the average value of the two classes. The results of data analysis show that learning outcomes in natural science (Biology) education are enhanced through an integrative approach to Islam. Multi-way interaction patterns include the ability to ask and answer questions of teachers and peers. Therefore, the integrative approach to Islam in the Natural Sciences (Biology) curriculum needs to be improved and fully applied in general high schools in Aceh. The Aceh Education Office must take this reference for implementing an integrative approach to Islam in all subjects in secondary schools to build a civil society that is obedient to God in the area of Islamic law.
Abstrak
Otoritas pemerintah Aceh dalam melahirkan komunitas Islam Madani berdasarkan Syariah Islam di Serambi Mekah melalui saluran pendidikan dasar dan menengah, perlu untuk mengintegrasikan nilai-nilai Islam dalam semua mata pelajaran di sekolah, termasuk Ilmu Pengetahuan Alam (IPA) ) Biologi. Masalah dalam pendekatan pengajaran dan pembelajaran konvensional untuk mata pelajaran sains (Biologi) tidak ada hubungannya dengan pengetahuan tentang Quran dan Hadits yang merupakan modal untuk mengintegrasikan sains dan teknologi. Penelitian ini bertujuan untuk mempelajari implementasi pengajaran dan pembelajaran (Biologi) yang mengintegrasikan nilai-nilai Islam di Sekolah Menengah (SMP). Aspek khusus yang dipelajari adalah membandingkan pendekatan konvensional dengan pendekatan kelompok Islam dalam Ilmu Pengetahuan Alam (Biologi) di kelas menggunakan desain eksperimental, dengan struktur tes biologi. Sampel penelitian terdiri dari 123 siswa sekolah menengah dan data dianalisis menggunakan tes statistik untuk menentukan nilai rata-rata kedua kelas. Hasil analisis data menunjukkan bahwa hasil belajar dalam pendidikan ilmu alam (Biologi) ditingkatkan melalui pendekatan integratif ke Islam. Pola interaksi multi-arah meliputi kemampuan untuk bertanya dan menjawab pertanyaan dari guru dan teman sebaya. Karena itu, pendekatan integratif terhadap Islam dalam kurikulum Ilmu Pengetahuan Alam (Biologi) perlu ditingkatkan dan diterapkan sepenuhnya di sekolah menengah umum di Aceh. Kantor Pendidikan Aceh harus mengambil referensi ini untuk menerapkan pendekatan integratif terhadap Islam di semua mata pelajaran di sekolah menengah untuk membangun masyarakat sipil yang taat kepada Tuhan di bidang hukum Islam.
Kata Kunci: pendekatan integratif, nilai-nilai islam, pengajaran, materi ilmu biologi
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Anakara, Hazem Riad Suleiman. "Assessment of Biological Literacy Levels Among Third-Grade Secondary School Students in Medina." International Education Studies 14, no. 7 (June 24, 2021): 47. http://dx.doi.org/10.5539/ies.v14n7p47.
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This research aims to assess the levels of biological literacy (nominal, functional, structural, and multi-dimensional) among students of the third grade of scientific secondary school in Medina. To achieve the objectives of the research, the researcher used the descriptive and analytical method, and a sample of (340) students was selected by the random cluster method. A scale was prepared in the light of Project (2061) Vision, and the Uno and Bybee model (Uno & Bybee, 1994) to assess students’ ability to identify biological concepts (nominal literacy), define some biological concepts (functional literacy), and understand biological diagrams (structural literacy), and measuring some students’ skills on understanding a short biological text (multi-dimensional literacy). The results reflected a high level of nominal literacy and a low level of multi-dimensional literacy. The results also showed that the students possessed the functional level and the structural level. The study recommends that biology teachers use effective teaching methods that enable them to present biological knowledge in the form of social issues and problems related to technology and other sciences.
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Chisingui, António Valter, and Nilza Costa. "Teacher Education and Sustainable Development Goals: A Case Study with Future Biology Teachers in an Angolan Higher Education Institution." Sustainability 12, no. 8 (April 20, 2020): 3344. http://dx.doi.org/10.3390/su12083344.
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National education policies are increasingly regulated by international agendas, for example the Agenda 2030 for Sustainable Development (SD). However, in order to put such policies into practice, social actors like teachers and teacher educators must include them in their practices. In this context, this study stems from the following research question: how does initial teacher education (ITE) promote the SD Agendas (2030 and 2063 for Africa)? The approach to this question is carried out through a case study focused on an Angolan teacher education higher education institution, in its graduate course for future secondary school biology teachers. The main aims of this study are (i) to characterize how ITE includes SD and (ii) to suggest ways to improve SD, particularly focusing on students’ future professional needs. Data were gathered from document analysis (the pedagogical curriculum plan of the course; titles and abstracts of final-year future biology teachers’ essays) and an interview with the course director of the biology teaching program of the Angolan institution. Content analysis of the gathered evidence was based on a three-dimensional framework: (a) SD goals (SDG) and the curriculum; (b) teacher education principles; and (c) current Angolan curricular perspectives. Results show that although the Pedagogical curriculum plan and the formative path, from the interviewee’s point of view, do not explicitly integrate SDG and its challenges for biology ITE, the majority of essays analyzed are locally contextualized and in a number of cases articulated with some of the 17 SDG. Suggestions for inclusion of SDG in ITE and for teacher education research are put forward.
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Romaniuk (Melnychenko), Ruslana, and Valentyna Tanska. "INTERACTIVE EDUCATIONAL TECHNOLOGIES IN THE TRAINING OF A FUTURE BIOLOGY TEACHER FOR SPECIALIZED SCHOOL." Науковий вісник Інституту професійно-технічної освіти НАПН України Професійна педагогіка, no. 2(19) (November 25, 2019): 66–73. http://dx.doi.org/10.32835/2223-5752.2019.19.66-73.
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The relevance of the study is determined by the integration of Ukraine into the European educational system, reforms of secondary education, the transition to specialized education in high school, the growing requirements to vocational training of graduates of higher education institutions, the need to change from the traditional academic style of teaching disciplines to innovation.
The aim is to generalize scientific, educational-methodical sources and personal practical experience of using interactive pedagogical techniques in forming the professional competence of the Biology teacher of the specialized school.
Methods used in the research include theoretical (analysis of scientific and pedagogical sources, articles, abstracts, dissertations, Internet resources; synthesis and generalization of factual material; comparison and classification) and empirical methods (pedagogical observation, questioning, interviews with students).
The results. The role of interactive techniques in teacher's training has been analyzed; it is noted that the organization of education on a competence approach is based on strengthening of practical professional orientation of education, development of students' pedagogical abilities and values. The author has implemented the preparation of the future Biology teacher of the specialized school at the second (master's) level of higher education while ... . Anonymous questionnaires of the master-graduates, the future teachers of Biology, Chemistry and the Fundamentals of Human Health have been conducted. The respondents have been asked to rate on a five-point scale the effectiveness of a method, a form, a teaching technique in forming their readiness to work at a specialized school. The analysis of the results of the study is carried out on the basis of ...
Conclusions. Training the modern teacher of the specialized school should be carried out due to the strengthening of the practical component of educational programs. Special attention should be paid to on-the- job (pedagogical) practices in general secondary education institutions with specialized classes...
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Lee, Star W. "The Impact of a Pedagogy Course on the Teaching Beliefs of Inexperienced Graduate Teaching Assistants." CBE—Life Sciences Education 18, no. 1 (March 2019): ar5. http://dx.doi.org/10.1187/cbe.18-07-0137.
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There has been little attention given to teaching beliefs of graduate teaching assistants (GTAs), even though they represent the primary teaching workforce for undergraduate students in discussion and laboratory sections at many research universities. Secondary school education studies have shown that teaching beliefs are malleable and can be shaped by professional development, particularly for inexperienced teachers. This study characterized inexperienced GTAs’ teaching beliefs about student learning and how they change with a science-specific pedagogy course that emphasized student learning. GTA teaching beliefs were characterized as traditional (providing information to students), instructive (providing activities for students), and transitional (focusing on student–teacher relationships). At the start of the course, traditional, instructive, and transitional beliefs were emphasized comparably in the concept maps and presentations of inexperienced GTAs. At the end of the course, although GTAs’ beliefs remained mostly teacher focused, they were more instructive than traditional or transitional. GTAs included teaching strategies and jargon from the course in their concept maps but provided minimal explanations about how opportunities for active student engagement would impact student learning. These results suggest there is a need to provide ongoing discipline-specific professional development to inexperienced GTAs as they develop and strengthen their teaching beliefs about student learning.
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Lim, H. L., and Y. P. Poo. "Diagnostic Test to Assess Misconceptions on Photosynthesis and Plant Respiration: Is It Valid and Reliable?" Jurnal Pendidikan IPA Indonesia 10, no. 2 (June 30, 2021): 241–52. http://dx.doi.org/10.15294/jpii.v10i2.26944.
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High percentage of secondary school students was found that they were lack of understanding of the relationship between photosynthesis and respiration in plants. They did not fully understand the importance and function about plant respiration. Thus, this study designed to develop a valid and reliable instrument in two- tier multiple choice questions format which called Photosynthesis and Plant Respiration Diagnostic Test (PRDT) to assess the common types of misconceptions related to this topic among form four students (Grade 10) in Malaysia. Survey research method was applied in this study. There were 500 participants from 15 secondary schools were involved. 45 minutes were given to the participants in answering 18 two- tier diagnostic test items. The psychometric properties of the instrument had been tested using Rasch analysis. The result found that the newly developed instrument was valid and reliable. It brought the significant contribution in teaching and learning, especially classroom assessment practice in Biology subject.
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Karolcík, Štefan, Elena Cipková, and Ian Kinchin. "Teacher Attitudes to Professional Development of Proficiency in the Classroom Application of Digital Technologies." International Education Studies 9, no. 4 (March 30, 2016): 9. http://dx.doi.org/10.5539/ies.v9n4p9.
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<p class="apa">The paper deals with research focused on the opinions and attitudes of biology teachers on the application of digital technologies in the process of learning and teaching. The respondents were teachers, who participated in the national project called “Modernization of the Educational Process in Elementary and Secondary Schools” realized in Slovakia between 2008–2013.</p><p class="apa">We briefly describe the course and the contents of individual modules, which were focused on the development and acquisition of specific skills in the field of effective use of modern educational technology. The key role in the methodical preparation of teachers was played by the 3rd module, which aimed to present the teachers with the examples of meaningful and methodically well prepared application of digital technologies in the teaching process, especially in connection with current digital educational contents and the curriculum of biology subject.</p><p class="apa">The second part of the study includes analysis of satisfaction among the course participants with the content, level of expertise and difficulty level of the course, as well as the analysis of their opinions and attitudes on usability of created and available model methods in the real school practice. In conclusion, we present suggestions which could, facilitate improving the quality of biology teaching in schools, in order to reflect the real needs of society.</p>
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Tindangen, Makrina. "Inquiry-Based Learning Model to Improve Higher Order Thinking Skills." Asian Social Science 14, no. 7 (June 22, 2018): 39. http://dx.doi.org/10.5539/ass.v14n7p39.
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This study aims to present ways of implementing inquiry- learning model with the use of scientific reports to improve teachers’ understanding and ability on teaching biology at secondary level. The quantitative research method is quasi-experiment design with pre-test and post-test control group. The research instrument for collecting data of students’ higher order thinking skills is scoring rubrics for assessing abilities on developing and presenting a scientific report. The instruments for assessing teachers’ skills are teacher observation sheets over inquiry-based learning scientific report using an induction method. The research subjects consist of 4 biology teachers and 80 of grade 10 students from Public Secondary School 3 Samarinda.The teachers are all female; while from 80 students, 53 of them are female and the rest 27 are male. The students’ age ranges from 16 to 18 years old. The research lasted for 1 month.Analysis of data uses t test, that if toutcome is higher than ttable, the inquiry-based learning model using scientific reports does affect students’ higher order thinking skills. Data analysis is composed in tabulation format with several graded categories: inadequate, sufficient, good and excellent. The result of the study is that higher order thinking skills of students are increasing in numbers and more equal compared with classes taught by teachers who did not follow the inquiry-based learning model workshop and presentation. The inquiry-based learning model was applied via preparation and presentations of scientific reports after the students carry out practical activities through the guidance of student activity worksheets.
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Ibrahim, Rebecca Ugbonji. "INFLUENCE OF INSTRUCTION ON STUDENTS’ PERFORMANCE IN BIOLOGICAL DRAWING IN SOKOTO STATE, NIGERIA." Sokoto Educational Review 15, no. 2 (December 31, 2014): 81–90. http://dx.doi.org/10.35386/ser.v15i2.172.
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This study investigated the influence of instruction on the drawing performance of students in Sokoto State, Nigeria. The main objective was to find out whether students will improve in drawing performance if they are tutored on the salient features of the biological drawing. A pretest-posttest- the quasi-experimental design was used in carrying out the research. The population of the study was the Senior Secondary 1 students of Sokoto State. The estimated number of this group of students according to Ministry of Education Sokoto was 18,932. Purposive sampling technique was used to select six schools that participated in the study. The treatment involved 16 sessions of teaching focusing on various aspects of biological drawing and labelling. Biology Drawing Test (BDT) was administered on the subjects to test the students ’ acquired knowledge and application o f the knowledge in practical drawing and labelling tasks. The measures obtained from the instrument were subjected to statistical analyses of t-test to test the two hypotheses of the research. The findings showed that the experimental groups performed significantly better than the control group in both drawing and labelling skills. The research, among others, recommended that biology teachers should provide specific instructions on drawing and labelling to students for effective learning and understanding of biological concepts.
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Jida C, Mascardo, Maria, Lasala, Paula Belle S, and Lazarte, Renaire Francis A. "Senior High School Students’ Conception of Learning Biology in Relation to Self-Regulated Learning Strategies: Their Impact on Students’ Academic Performance." International Journal of Innovative Science and Research Technology 5, no. 7 (August 26, 2020): 514–20. http://dx.doi.org/10.38124/ijisrt20aug268.
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This study aims to identify the relationship between the grade 12 senior high school students’ conception of learning biology and their self-regulated learning strategies and the impact of these variables on the academic performance of the students. Two sets of questionnaires - the Conception of Learning Biology questionnaire and the Self-Regulated Learning Strategies questionnaire - were administered to students in the different public secondary schools in Cebu City whose schools offered Science, Technology, Engineering and Mathematics (STEM) strand in the Senior High School curriculum. This research used exploratory factor analysis to analyze the data. The results reveal that there is a significant positive relationship among all the variables in the conception of learning biology and all factors in self-regulated strategies of senior high school students. The data further reveal that there is a significant positive relationship between the students’ academic performance and one of the factors of selfregulated learning strategies. The results of the study have implications on the teaching of biology particularly on understanding student’s conception of learning and their self-regulated learning strategies in order to achieve better academic outcomes. It is recommended for teachers to make necessary interventions in order to encourage students to develop advanced order conceptions of learning and higher order self-regulated learning strategies that would help them attain high academic performance.
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Martínez-Borreguero, Guadalupe, Jesús Maestre-Jiménez, Milagros Mateos-Núñez, and Francisco Luis Naranjo-Correa. "Knowledge Analysis of the Prospective Secondary School Teacher on a Key Concept in Sustainability: Waste." Sustainability 11, no. 4 (February 22, 2019): 1173. http://dx.doi.org/10.3390/su11041173.
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The framework of sustainable development encompasses a series of behaviours which include the proper management of the waste we produce. This concept should be addressed in classrooms to ensure proper waste management. The amount of knowledge of the teachers and the inclusion of these concepts in the education curricula are essential factors when providing proper teaching about waste and waste management. The general objective was to analyse the amount of knowledge about waste of teachers in training within the framework of sustainable development. The sample consisted of 72 secondary school teachers in training belonging to three scientific-technological areas (Physics & Chemistry, Biology & Geology, and Technology). The methodology used was exploratory and quantitative. As a measuring instrument, a questionnaire was elaborated based on the educational curricula and based on previous research, made up of five categories (Waste and Society, Regulations, Awareness, Technological Development, and Typology). The results of the study show that teachers in training lack knowledge regarding waste. Within teacher education programs, it is, therefore, necessary to address issues of sustainability including waste in order to prepare teachers that are competent and willing to teach such important topics.
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Et. al., Romiro G. Bautista. "Project Kinang: A Gem In Advancing The Individual Innovativeness Of Pre-Service Secondary School Teachers." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 11, 2021): 5265–78. http://dx.doi.org/10.17762/turcomat.v12i3.2157.
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: Innovativeness is the idea that describes an individual’s tendency to adopt and adapt innovation earlier than other members of their niche and the society where they live in. This study aimed to determine the individual innovativeness of pre-service secondary school teachers as affected by Project KINANG. Employing the Mixed Method with the One Group Pretest Posttest Research design and Phenomenology as points of inquiry to a group of 89 Pre-service Secondary School Teachers, the following were found: the respondents were made early adopters, early and late majority from their initial states as early and late majority and laggards; the statistical treatment showed significant results on the respondents’ innovation index in their pretest and posttest; the effect size of Project KINANG was of medial effect; and the Project KINANG interacted better among males, Biology majors, and age group 21-22 although no significant results were posted through ANOVA. Moreover, the pre-service secondary school teachers vouched that the Project KINANG provided them learning experiences and encounters that were morale boosting and motivating; hastening task management, teaching effectiveness, curiosity, and innovation; inspiring the pre-service secondary school teachers to become researchers; improving the pre-service secondary school teachers’ communication skills; and heightening collaboration that provided them avenues to learn new ideas. Owing to the aforementioned results, it is concluded that the provisions of Project KINANG improved the innovativeness of the pre-service secondary school teachers.
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Tsaparlis, Georgios, Eleni T. Pappa, and Bill Byers. "Teaching and learning chemical bonding: research-based evidence for misconceptions and conceptual difficulties experienced by students in upper secondary schools and the effect of an enriched text." Chemistry Education Research and Practice 19, no. 4 (2018): 1253–69. http://dx.doi.org/10.1039/c8rp00035b.
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Chemical bonding is a fundamental but complex topic, which has traditionally been associated with learning difficulties, misunderstandings, and misconceptions. This paper reviews some previous studies, concerning students’ conceptual difficulties and reports the findings from a research study with Greek students, which set out to examine their knowledge and understanding of a number of key concepts related to bonding. Three student samples were studied; one consisted of tenth-grade students from three public schools, the second contained first-year chemistry and biology students at the beginning of their university courses, and the third involved tenth-grade students from a prestigious private school. The students generally exhibited limited knowledge and possessed certain misconceptions, with the private school and the university students demonstrating better knowledge than the public school students. A quasi-experimental research design was employed using students from the private school, with some students used as a control group and others as a treatment group. The control group was taught using the standard Greek chemistry textbook, while the treatment group used enriched teaching material. It was found that while the two groups demonstrated similar performance for many bonding concepts, the treatment group did show superior knowledge with respect to a number of issues, such as the role of electrostatic interactions, electronegativity, and bond polarity.
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Ibrahim, Assist Lecturer Haidar Maan. "The effectiveness of employing each of Ishikawa's strategies and the key word in teaching biology and its reflection on strategic reading and cognitive thinking skills among the fifth grade students (bio)." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 226, no. 3 (September 1, 2018): 379–402. http://dx.doi.org/10.36473/ujhss.v226i3.101.
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The research aims at identifying the effectiveness of employing both Ishikawa strategies and the key word in teaching biology and its reflection on strategic reading and cognitive thinking skills among the fifth grade students. The researcher selected the study sample from all students in the fifth grade (2016 - 2017) from the Al-Furat Secondary School for Boys under the Directorate General of Education Baghdad Al-Karkh / 1 and the chosen means, (46) students distributed randomly on two divisions (A, B). The total number of students in Division A is 24 students studying using the Ishikawa strategy, and the total number of students in Division B is 22 students studying using the keyword strategy. The equivalence of the two groups was verified in some variables that are believed to affect the results of the experiment: age, previous achievement in biology, strategic reading scale, and cognitive skills testing. The two groups were equal in all variables. As for the research tool, the researcher adopted the strategic reading scale with some modifications, the final form of which was (30) paragraphs. The researcher also prepared the skills of cognitive thinking, which consisted of (30) paragraphs. After completing the research experiment, In the strategic reading scale and the testing of cognitive thinking skills, the experimental group taught in Ishikawa's post-test strategy is superior to strategic reading and cognitive thinking skills to the control group taught using the keyword strategy.
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Loksha, Oxana Mikhailovna, and Elizaveta Olegovna Mikheeva. "The Results of Experimental Approbation of the Content-Language Integrated Module Introduction For 6th Grade Students in English Lessons." Development of education, no. 1 (7) (March 13, 2020): 19–24. http://dx.doi.org/10.31483/r-74858.
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The article reveals the essence of one of the innovative forms of educational process organization in foreign language lessons – content-language integrated learning. The purpose of the study is the development and the approbation of the educational module based on this technology for 6th grade students in English lessons on the topics «Mathematics», «Biology», «Chemistry» and the search for ways to introduce it into the programs of secondary educational institutions. To achieve this goal, the following methods were used: structural analysis method (in order to identify the structure of lesson planning in the framework of content-language integrated learning); synthesis method (to characterize individual features of content-language integrated learning, to form a holistic view of it); comparative analysis, pedagogical experiment, method of concretization and generalization, systematization of the obtained data, as well as analysis of linguistic, scientific, methodological and pedagogical literature on the topic of research and methodological developments, manuals and materials of periodic publications. As a result, the advantages of using this technology in the modern educational process in secondary school were identified, they proved the feasibility and prospects of introducing this methodological model into the programs of secondary educational institutions, as well as the need to prepare future teachers for the development of teaching materials for content-language integrated lessons.
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Utari, Findy Riyan Noor, Rusmadi Rusmadi, and Chusnul Adib Achmad. "Nilai Konservasi Biodiversitas pada Masyarakat Dayak Kenyah Umo’ Longh Malinau Kalimantan Utara sebagai Etnopedagogi Pembelajaran Biologi." Bioeduca : Journal of Biology Education 3, no. 1 (March 31, 2021): 79–89. http://dx.doi.org/10.21580/bioeduca.v3i1.7523.
Full textAbstract:
The inheritance of knowledge of customary forest conservation to children is very important to provide concepts and uses preservation and conservation in the customary forest environment. This study aims to identify the value of local wisdom in the Dayak Kenyah Umo 'Longh (Tane' Olen) community which is related to the 2013 curriculum on the concept of biodiversity conservation and the implementation of ethno pedagogy used in Biology learning. This type of research is non-interactive qualitative research or it can be called analytical research. This research was conducted by an assessment based on document analysis. The data used in the research is secondary data in the form of evidence, notes, or historical reports that are arranged in archives that are published or not. Data collection techniques used triangulation of sources and triangulation of time. The results showed that the local wisdom of the Dayak Kenyah Umo 'Long community has a very important role in managing nature because there are rules in limiting the use of Tane' Olen so that the whole community can get its benefits fairly and sustainably. The conservation concept that is applied is used as content and teaching material in ethno pedagogy-based learning which will later be able to increase conservation literacy
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Qasim, Syed Hasan, and Sudhansu Shekhar Pandey. "CONTENT ANALYSIS OF DIAGRAMMATIC REPRESENTATIONS IN UPPER PRIMARY SCIENCE TEXTBOOKS." International Journal of Research -GRANTHAALAYAH 5, no. 7 (July 31, 2017): 474–79. http://dx.doi.org/10.29121/granthaalayah.v5.i7.2017.2155.
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The present study is an attempt to investigate content analysis of diagrammatic representations in upper primary science textbooks based on diagrammatic typology. The study analyzed the distribution of diagrams in different upper primary science book categories. The sample selected consists of a total number of nine 7th grade physics, chemistry and biology textbooks adopted in three Indian Certificate of Secondary Education (I.C.S.E) schools in the Allahabad, India. Content analysis in this research entails a systematic coding and categorizing of the diagrams, drawings, photos, charts and graphs appeared in upper primary school science textbooks. A great amount of diagrams have been used in the upper primary level of science teaching. On average, there are about 1.20 diagrams in physics, 0.80 diagrams in chemistry & 1.06 diagrams in biology textbooks used per page for the purposes of explaining, presenting or evaluating the scientific domain. The results confirmed that upper primary level of science education demands large quantity of diagrams to facilitate students learning. So content analysis of diagrammatic representations of science textbooks is recommended and teachers should adopt such diagrammatic strategies which increase the level of knowledge of learners. Teachers should teach students through different diagrammatic representations skills and to enhance their academic performance.
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Makaborang, Yohana. "Evaluasi Implementasi Kurikulum 2013 Mata Pelajaran Biologi Di SMA Negeri." Kelola: Jurnal Manajemen Pendidikan 6, no. 2 (December 31, 2019): 130–45. http://dx.doi.org/10.24246/j.jk.2019.v6.i2.p130-145.
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The study intends to evaluate the 2013 curriculum of biological subjects at SMAN 1 Waingapu. Evaluative research is a type of research. Data collection, data reduction, data display, and data conclusion are techniques in data analysis, while data collection techniques are conducted with document studies, observations, and interviews. The principal, Wakasek curriculum, biology teachers, and students are the subject of research. Legitimacy of data by using source triangulation and triangulation method. The evaluation of curriculum Implementation 2013 Biology subjects has been patting the Permendikbud No. 22 years 2016 on the standard of basic and secondary education process but still found gaps where: 1) on design planning in the preparation of materials/materials have not been sequential, analytical, related to the condition and actual; 2) on the Learning installation performance evaluation of biological teachers is already referring to the standards that are guided on the component aspects of planning, implementation, evaluation and no gaps; 3) The implementation process for the delivery of material has not been sequential, analytical, related to the condition and actual, as well as in preliminary activities, core activities and closing activities are not carried out optimally; 4) on learning outcomes have carried out an authentic assessment of the teaching learning process that is assessment Cognitive, affective, and psychomotor but the affective judgment only assesses prominent students. Recommendations need to be done to improve the design, process, and results so that in the implementation adjust the predefined standards.
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Yustina, Y., and K. Kapsin. "The Implementation of Constructivism-Based Student Worksheets within The Theme ‘The Prevention of Land and Forest Fire’ in Science Education for Grade VII of Secondary Schools in Riau." Jurnal Pendidikan IPA Indonesia 6, no. 2 (October 17, 2017): 298. http://dx.doi.org/10.15294/jpii.v6i2.10573.
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<p>The issues of land and forest fire require a comprehensive effort, one of which is through the dissemination of educational values, such as science education. This verification study aims to examine the truth of the stage competence on the constructivism approach of the advanced test on student woksheet 1 and 2 and compare it with the test results 2 on the theme of forest and land fire and peat swamp ecosystem as well as global warming and its impact. The study was conducted in the laboratory of Biology department, Faculty of Teacher Training and Education, Universitas Riau and SMPN 1 Bungaraya in September-December 2016. This type of research is verivication research of advanced test results with test results on 2 sets of developed student worksheet. The data were collected from student worksheet. The results from this study indicate that students’ competence in constructing ideas through constructivism approach is ‘good’ at student worksheet 1 (mean score=3.27) and ‘very good’ at student worksheet 2 (mean score=3.43). The data also show that there was a consistency between the advanced test to the experimental test II. This study concludes that student worksheet 1 and student worksheet 2 can improve the students’ competence in building their knowledge on the topic of forest and land fires, and both worksheets (student worksheet 1 and 2) are eligible to be used as a reference for teaching science subject for Grade VII.<br /><br /><br /><br /></p>
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Fitriani, Elies, Herlina Tarigan, and Deni Dadang Ahmad Rajab. "EDUCATION LINEARITY: THE SHACKLE OF DISRUPTION ERA IN INDUSTRIAL REVOLUTION 4.0 FROM THE DEFENSE PERSPECTIVE." Jurnal Pertahanan: Media Informasi ttg Kajian & Strategi Pertahanan yang Mengedepankan Identity, Nasionalism & Integrity 7, no. 2 (August 31, 2021): 297. http://dx.doi.org/10.33172/jp.v7i2.1275.
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<div><p class="Els-history-head">The era of the industrial revolution 4.0 has had a big impact on changing the order of life or global disruption. In Indonesia, almost all tertiary institutions apply linearity in recruiting teaching staff and academics when they are going to a higher level. The linearity of the study program according to the Circular of the Ministry of Research, Technology and Higher Education of the Republic of Indonesia Number 696/E.E3/MI/2014 is the suitability of the background knowledge obtained in the bachelor, master and doctoral degree program with the knowledge that will be taught at the teaching place to achieve competence or learning outcomes at the teaching place. The challenge of life today is to answer actual global issues that can no longer be viewed from a monodisciplinary point of view but must be viewed from a transdisciplinary and multidisciplinary point of view. This study is a qualitative approach, that leads to the situation and the individual holistically. This type of research is descriptive in the form of a literature study using primary and secondary sources. The problem is the defense system nowadays is more complex with the new perspective of the 5th generation war. The 5th generation war needs a comprehensive approach in the defense systems including bioinformatics, biomedical, psychology, industrial, chemical, biology, and others. Linearity in the defense educational system could be a shackle for the defense system to encounter the industrial revolution and 5th generation war. Indonesia Defence University could be an example where defense is viewed from the spirit of collaboration and cooperation between multidisciplinary, transdisciplinary, and interdisciplinary approaches. By opening its doors to undergraduates, the university can start building a much-needed core of human resources equipped to defend the country and also new hope for a comprehensive perspective in the defense system.</p></div>
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Liu, Peng. "Chinese teachers’ perspectives on teachers’ commitment to change." International Journal of Comparative Education and Development 18, no. 1 (February 8, 2016): 2–18. http://dx.doi.org/10.1108/ijced-10-2015-0005.
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Purpose – The willingness of teachers to be part of and contribute to education reform is crucial for its success and effectiveness. Based on the motivation theory of Bandura (1986), Leithwood et al. (1999) conceptualized teachers’ motivation as part of educational change and described it using four dimensions including personal goals, context beliefs, personal beliefs, and emotional arousal. They also defined teachers’ commitment to change as teachers’ identification with or desire to be part of the change process. To date, most studies relating to teacher commitment to change have been conducted quantitatively, with comparatively little qualitative investigation into teachers’ lived experiences during a period of curricular reform. The purpose of this paper is to fill this qualitative gap in the literature and describes the realities of Chinese secondary teachers during a period of curricular reform. It investigated how the four dimensions of teachers’ commitment to change interact with one another during the change process, and how internal and external school factors affect teachers’ levels of commitment to change. Design/methodology/approach – In this research, the purposive sampling strategy was used. Age, gender, years of service, and the type of school at which teachers taught were taken into consideration. In all, 23 Chinese teachers with different numbers of years of work experience participated in this study. According to Hargreaves (2005), teachers can be categorized into three groups based on their years of working experience. Teachers with one to five years’ teaching experience are regarded as early career teachers, teachers with six to ten years of teaching as mid-career teachers, and teachers with more than ten years of working experience as experts. The samples all had upper secondary school teaching experience. They were all certified teachers in China. Their years of working experience ranged from 1 to 5, 6 to 10, and more than 11 years. Their teaching subjects included English, literature, math, geography, physics, biology, and chemistry. Semi-structured, open-ended, in-depth interviews were used to collect data. Open-ended interviews were used to give teachers the opportunity to expand and elaborate upon their perception and experience of their commitment to change and describe in detail their experiences in school contexts where their commitment to change was supported or hindered. Findings – The research revealed that teachers in different age groups had different perceptions of teachers’ commitment to change and also that internal and external organizational factors have different effects on their perceptions. This study seeks to contribute to teachers’ professional development in the Chinese school context and may help school administrators across cultures to adopt more appropriate methods for realizing effective change in their schools. Originality/value – This study seeks an in-depth understanding of Chinese teachers’ motivation to be part of school reform, in particular the motivation process of Chinese teachers with different amounts of teaching experience. It contributes to the understanding of effective education change in China and other similar contexts.
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Sharma, Avinash, Oluwole O. Odujoko, Olusegun Isaac Alatise, Marcia Edelweiss, Peter Ntiamoah, Gbenga Samson Ogunleye, T. Peter Kingham, and Neil M. Iyengar. "Developing a breast cancer tissue biobank in low and middle income countries (LMICs): A research program-based approach for improving molecular profiling." Journal of Clinical Oncology 38, no. 15_suppl (May 20, 2020): e12585-e12585. http://dx.doi.org/10.1200/jco.2020.38.15_suppl.e12585.
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e12585 Background: Breast cancer incidence and mortality is increasing in LMICs especially in sub-Saharan Africa, attributed to changes in lifestyle and possible biological differences. To study putative relationships among lifestyle factors, tumor biology, and the microenvironment, we aimed to develop a breast cancer tissue biobank linked with clinicopathologic and patient reported data in this resource constrained setting. Methods: We prospectively enrolled patients undergoing mastectomy at Obafemi Awolowo University Teaching hospital in Ile-Ife, Nigeria. Pre-operatively, a locally validated survey tool assessed lifestyle factors (diet and exercise); BMI and body composition (by bioimpedence) were measured. Fresh breast tissue was frozen or preserved in 10% neutral buffered formalin, or RNA later for future metabolomic work. Immunohistochemistry (IHC) for ER/PR and HER2 status was performed and read in Nigeria by a locally-trained pathologist, and Memorial Sloan Kettering. The primary outcome was feasibility assessed by successful collection of tissue, clinicopathologic data, and survey completion. Secondary outcomes were completion rate of tumor receptor IHC compared to historic rates and concordance of local vs MSK IHC. Results: From April 2018 to June 2019, 50 patients were enrolled (49 treatment and 1 risk reduction mastectomy). Clinicopathologic, body composition, and survey data, along with breast tissue were collected from all 50 patients. Patient characteristics in table below. Receptor IHC was complete in all patients (100%) compared to a historic rate of 29% (83/286) between 2010-17. Concordance of IHC between sites was 86%, 81% and 84% for subtypes (ER/PR/HER2). Conclusions: Establishing a tissue biobank with clinicopathologic and lifestyle data using locally-adapted protocols is feasible in Nigeria. Patient enrolment is ongoing and updated data will be presented. This initiative also increased local capacity for breast tumor phenotyping, which has critical implications for improving patient care. [Table: see text]
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Bedi, Prabhjot Singh, Manoj P. Rai, Samanjit Kaur Kandola, Justin D. Kaner, Mark Mujer, Calvin Abro, Ikponmwosa Enofe, et al. "Demographics, Treatment Outcomes and Resource Utilization Among Patients Hospitalized with Adult Onset Hemophagocytic Lymphohistiocytosis (HLH): A Nationwide Analysis." Blood 132, Supplement 1 (November 29, 2018): 4784. http://dx.doi.org/10.1182/blood-2018-99-115864.
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Abstract Introduction: Hemophagocytic lymphohistiocytosis (HLH) is a life-threatening disease in which impaired natural killer and cytotoxic T-cell function results in excessive immune activation. It is predominantly seen in children; most of the available data comes from the pediatric population so it cannot be generalized to adult HLH. Treatment of HLH usually involves either treating the underlying cause in the secondary form (i.e. malignancy with chemotherapy, rheumatologic with immune suppression) or chemotherapy and stem cell transplantation for primary, familial etiology, multiple courses of intensive chemotherapy, with stem cell transplantation for relapse and familial disease. Recently, increasing adult HLH cases have been reported. The goal of this study is to describe the association between patient factors, geography, hospital resource utilization, and mortality among adult HLH patients. Methods: We performed a retrospective cohort analysis of the National Inpatient Sample 2012, 2013 and 2014 Databases (HCUP-NIS). Patients were included in the study if they had a principal diagnosis of HLH and were older than 18 years. We used descriptive statistics to characterize the cohort in terms of personal demographic factors (age, race, sex, insurance type, community-level income level), hospital characteristics (size, region, teaching status, and urban or rural location), and admission timing (weekend or weekday). We performed univariate and multivariate regression to analyze the association of the following factors with length of stay and mortality: age, sex, Charlson index, hospital region (Northeast NE, Midwest MW, South, West), income, insurance, hospital size, weekend versus weekday, hospital location (rural versus urban), teaching status. All analyses applied the HCUP-NIS weights. Results: The cohort comprised 760 patients, the majority of whom were male (57.9%), aged 21-30 years (26.3%), white (56.3%), and treated in large (78.9%) and/or teaching (92.1%) hospitals, third quartile for median household income (30.4%), covered by private insurance (43.4%), and treated in the southern US (32.2%). Per hospitalization, the average total hospital charges were $210,526 (95% CI $176,251 to $244,801) and the average length of stay (ALOS) was 18 days (95% CI 16 to 20). On multivariate analysis, ALOS was significantly longer with patients at teaching hospitals (AMD 5.10 95% CI 0.57 to 9.64, p=0.03) or with self-pay status (AMD 29.05 95% CI 21.62 to 36.48, p <0.01). Coverage with private insurance was associated with reduced ALOS (AMD -5.04 95% CI -10.19 to 0.11, p=0.05). Hospital charges was lower with age (AMD -4434 95% CI -7786 to -1082, p=<0.01); however Charlson index increased hospital charges (AMD 33876 95% CI 6043 to 61708, p=0.02). For mortality, age (OR 1.03, 95% CI 1.01-1.05, p=0.002), Charlson index (OR 1.29, 95% CI 1.05-1.57, p=0.013), and Medicaid coverage (OR 0.19, 95% CI 0.049 to 0.698, p=0.013) were statistically significant on univariate analysis, however only age (OR 1.02 95% CI 1.00 to 1.04, p=0.045) was statistically significant on multivariate analysis. Discussion: HLH in adults remains a rare disease which requires prolonged hospitalization and high resource utilization. Receiving care in teaching hospitals increases the length of stay most likely reason is that sicker and more complex patients often end up at teaching hospitals. Private insurance coverage reduced ALOS and self pay increased it. We hypothesize that the shorter ALOS with private insurance is due to increased scrutiny by the insurance provider, while the longer ALOS with self pay is related to difficulties ensuring outpatient follow up. In addition, we hypothesize that the decrease in hospital charges with increasing age may be because of early mortality among these patients. However, further studies are required to investigate the above noted associations. Table. Table. Disclosures Bussel: Rigel: Consultancy, Research Funding; Amgen Inc.: Consultancy, Research Funding; Protalex: Consultancy; Momenta: Consultancy; Novartis: Consultancy, Research Funding; Uptodate: Honoraria; Prophylix: Consultancy, Research Funding. Marks:UPMC: Employment; Heron: Membership on an entity's Board of Directors or advisory committees; Seattle Genetics: Equity Ownership; Lilly: Membership on an entity's Board of Directors or advisory committees; Odonate: Membership on an entity's Board of Directors or advisory committees.
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Handa, Shivani, Giulia Petrone, Kamesh Gupta, Ahmad Khan, Jasdeep Singh Sidhu, and Sridevi Rajeeve. "Myelodysplastic Syndromes: Trends in Mortality, Costs of Hospitalizations, Length of Stay and Rate of Complications." Blood 134, Supplement_1 (November 13, 2019): 1725. http://dx.doi.org/10.1182/blood-2019-129365.
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Background: Myelodysplastic syndromes (MDS) most commonly occur in the elderly and are associated with bone marrow failure and potential transformation to acute myeloid leukemia. With the proportion of elderly population being on the rise in the US, conditions like MDS are likely to generate significant burden on the healthcare system. Our study is the first report aimed to analyze trends in mortality, costs of hospitalization, length of stay (LOS) and the rate of complications in patients with MDS over the past decade. Methods: We queried the Nationwide Inpatient Sample (NIS) database to obtain data on patients hospitalized with MDS between 2005-2014. The ICD-9 codes 238.72, 238.73, 238.74 and 238.75 were applied in the primary diagnosis field. Patient characteristics including age, sex, insurance and hospital characteristics such as location, teaching status were recorded. Data regarding mortality, LOS and total hospitalization charges was examined and the trend was analyzed over the 10 year interval. We also determined the incidence of common in-hospital complications, and comparisons were made between academic and non-academic institutions. Results: Over the 10-year interval, a total of 885,726 admissions were identified, out of which 803,341 admissions (90.6%) were in patients aged >65 years. The mean age of the population was 76.19 years and 47.6% patients were females. Majority of patients were treated at non-teaching hospitals (56%) and covered by Medicare (84%). Teaching hospitals admitted significantly greater number of patients belonging to the top income quartile and possessing private insurance (p=.000). In-hospital mortality has increased over the 10-year interval analyzed, with a mortality rate of 5.7% in 2005 and 6.1% in 2014. Comparison between teaching and non-teaching hospitals did not show a statistically significant difference in terms of mortality (p=.782). Mean length of stay (LOS) remained relatively constant over the 10-year interval (mean LOS=6.7 days; p=.382), however there was a substantial increase in the hospitalization charges. The overall hospital cost was $29795 in 2004 which increased by over 100% to $59656 in 2014. After adjusting for inflation by CPI healthcare index, the total cost was still higher by 49%. Teaching hospitals had significantly higher charges ($57,592 vs $37,674; p=.000) as well as length of stay (7.28 days vs 5.75 days; p=.000) than non-teaching hospitals. The rates of hospital acquired pneumonia and bacteremia have decreased significantly over the study period (p=.001), whereas rate of Clostridium Difficile (C.Diff) infections increased from 0.42% to 0.67% and UTIs increased from 7.8% to 9.1%. The rate of ICU admissions has also increased from 0.67% in 2005 to 1.51% in 2014 (p=.001). The number of patients receiving in-hospital blood product transfusions has risen significantly from 30,564 in 2005 to 37,360 in 2014 (22.2% rise). Similarly, the number of admissions for major bleeding complications has increased by 34.6% from 1,378 in 2005 to 1,855 in 2014. In comparing the complication rates between the two hospital settings, rates of major bleeding (p =.0002) were lower at academic institutions whereas those of neutropenic fever (p=.0000) were lower at non-teaching hospitals. Differences in the occurrence of pneumonia, sepsis and rate of blood transfusions were not statistically significant between the two. Conclusions: Our study suggests that the overall mortality from MDS has increased over the past decade. Early recognition and diagnosis of MDS can partly explain this finding. However, lack of standard treatment approach for symptomatic MDS patients (with the exception of lenalidomide in 5q deletion), likely contributes to the substantial rise in admissions for transfusions, bleeding complications as well as the death rate. The significant decline in pneumonia and bacteremia could be secondary to increased use of antibiotic prophylaxis whereas use of antibiotics at the same time has probably led to a rise in C.diff infections. Our study also highlights a staggering increase in hospitalization costs. Since MDS is mostly a disease of the elderly, the rate of hospitalizations and the associated financial burden is only expected to rise as the population continues to age. This emphasizes the need for research into disease altering chemotherapy, better outpatient care and transfusion accessibility to prevent hospitalizations. Disclosures Rajeeve: ASH-HONORS Grant: Research Funding.
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Sanchorawala, Vaishali, Giovanni Palladini, Monique C. Minnema, Arnaud Jaccard, Hans C. Lee, Simon D. Gibbs, Peter Mollee, et al. "Health-Related Quality of Life in Patients with AL Amyloidosis Treated with Daratumumab, Bortezomib, Cyclophosphamide, and Dexamethasone: Results from the Phase 3 Andromeda Study." Blood 136, Supplement 1 (November 5, 2020): 37–40. http://dx.doi.org/10.1182/blood-2020-139438.
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Background: Systemic AL amyloidosis is a rare disease characterized by amyloid fibril deposits, most commonly in the heart and kidneys; there are currently no health authority-approved treatments. Therapies for the treatment of multiple myeloma (MM), including bortezomib, cyclophosphamide, and dexamethasone (VCd), have been shown to improve outcomes in AL amyloidosis, but more effective therapies are needed to achieve deep and rapid hematologic responses, reverse amyloid-mediated organ dysfunction, and improve overall survival. Daratumumab is an anti-CD38 monoclonal antibody approved as monotherapy or in combination with other agents for the treatment of MM. ANDROMEDA (NCT03201965) is a randomized, open-label, active-controlled phase 3 trial of VCd ± daratumumab subcutaneous (DARA SC) in patients with newly-diagnosed AL amyloidosis. After a median follow-up of 11.4 months, the complete hematologic response rate was 53% for DARA SC + VCd (DARA-VCd) and 18% for VCd (odds ratio, 5.1; 95% CI, 3.2-8.2; P<0.0001). Here, we present patient-reported outcomes (PROs) from ANDROMEDA. Methods: Patients with newly-diagnosed AL amyloidosis with measurable hematologic disease, ≥1 involved organ, cardiac stage (Mayo 2004) I-IIIA, eGFR ≥20 mL/min, and absence of symptomatic MM were randomized 1:1 to DARA-VCd or VCd and treated for six 28-day cycles; thereafter, patients in the DARA-VCd group received DARA SC alone every 4 weeks for up to 24 cycles. PROs were assessed on Day 1 of Cycles 1-6 for both treatment groups and every 8 weeks thereafter in the DARA-VCd group. PRO assessments included the European Organization for Research and Treatment of Cancer Quality of Life Questionnaire Core 30-item (EORTC QLQ-C30), the EuroQol 5-dimensional descriptive system (EQ-5D-5L), and Short Form-36 (SF-36). Improvements in EORTC QLQ-C30 global health status (GHS) and fatigue scale scores and SF-36 mental component summary (MCS) score were secondary endpoints. Assessment of physical functioning, symptom improvement, functional improvement, and health utility as measured by the SF-36, EORTC QLQ-C30 with supplemental symptom items, and the EQ-5D-5L were exploratory outcomes. Patients completed PRO questionnaires prior to study assessments or study drug administration. Analyses of PROs were performed on the intent-to-treat analysis set; patients without a baseline or post-baseline assessment were censored at date of randomization. Compliance with PRO assessments was calculated as the number of assessments received divided by the number of assessments expected at each time point. Descriptive statistics are provided for all PRO endpoints at each time point by treatment group. A distribution-based method was used to define worsening/improvement in scores. Time to worsening/improvement, hazard ratios, and associated 95% confidence intervals were estimated using Kaplan Meier methods and Cox proportional hazards regression. Change from baseline at each time point up to Cycle 6 (Week 24) was calculated using a mixed effects model with repeated measures with patients as a random effect and baseline value, treatment group, time (weeks), treatment-by-time interaction, and stratification factors as fixed effects. Results: A total of 388 patients were randomized (DARA-VCd, n=195; VCd, n=193). Compliance rates for all PRO questionnaires were >90% at baseline and >83% through Cycle 6. Median time to improvement was shorter and median time to worsening was longer in the DARA-VCd group than in the VCd group for EORTC QLQ-C30 GHS and fatigue scales and EQ-5D-5L visual analog scale (VAS) (Table 1). Least squares mean scores for EORTC QLQ-C30 GHS and fatigue, EQ-5D-5L VAS, and SF-36 MCS remained stable in the DARA-VCd group but worsened compared with baseline in the VCd group; between-group differences are shown in Table 2. The greatest between-group differences in PRO score changes from baseline were observed at Week 16 (Cycle 4). After Cycle 6, patients in the DARA-VCd group reported improvements in mean GHS and fatigue scores that continued while on treatment (Figure). Conclusions: Patients with AL amyloidosis treated with DARA-VCd experienced clinical improvements without any decrement in health-related quality of life over 6 cycles. Following Cycle 6, improvements in GHS and fatigue were reported in patients in the DARA-VCd group. These findings further support the value of DARA-VCd in patients with AL amyloidosis. Disclosures Sanchorawala: UpToDate: Patents & Royalties; Abbvie: Other: advisory board; Proclara: Other: advisory board; Caleum: Other: advisory board; Regeneron: Other: advisory board; Oncopeptide: Research Funding; Caelum: Research Funding; Prothena: Research Funding; Celgene: Research Funding; Janssen: Research Funding; Takeda: Research Funding. Palladini:Celgene: Other: Travel support; Jannsen Cilag: Honoraria, Other. Minnema:Servier: Consultancy; Amgen: Consultancy; Kite, a Gilead Company: Speakers Bureau; Celgene: Other: travel support, Research Funding. Jaccard:Janssen: Consultancy, Honoraria, Other: A.J. has served in a consulting or advisory role for Janssen and has received honoraria from, received research funding from, and had travel, accommodations, or other expenses paid for or reimbursed by Janssen., Research Funding; Celgene: Honoraria, Other: A.J. has served in a consulting or advisory role for Janssen and has received honoraria from, received research funding from, and had travel, accommodations, or other expenses paid for or reimbursed by Celgene., Research Funding. Lee:Janssen: Consultancy, Research Funding; Genentech: Consultancy; GlaxoSmithKline: Consultancy, Research Funding; Celgene: Consultancy, Research Funding; Takeda: Consultancy, Research Funding; Amgen: Consultancy, Research Funding; Genentech: Consultancy; Regeneron: Research Funding; Sanofi: Consultancy; Daiichi Sankyo: Research Funding. Gibbs:Janssen, BMS/Celgene, Amgen, Takeda, Pfizer, Caelum, Abbvie and Eidos: Membership on an entity's Board of Directors or advisory committees. Mollee:Pfizer: Membership on an entity's Board of Directors or advisory committees; Takeda: Membership on an entity's Board of Directors or advisory committees; Amgen: Membership on an entity's Board of Directors or advisory committees; Janssen: Membership on an entity's Board of Directors or advisory committees, Research Funding; BMS/Celgene: Membership on an entity's Board of Directors or advisory committees; Caelum: Membership on an entity's Board of Directors or advisory committees. Venner:Janssen, BMS/Celgene, Sanofi, Takeda, Amgen: Honoraria; Celgene, Amgen: Research Funding. Schönland:Janssen: Honoraria, Other: travel support to meetings, Research Funding; Prothena: Honoraria, Other: travel support to meetings, Research Funding; Takeda: Honoraria, Other: travel support to meetings, Research Funding. Suzuki:Bristol-Myers Squibb, Celgene and Amgen: Research Funding; Takeda, Amgen, Janssen and Celgene: Consultancy; Takeda, Celgene, ONO, Amgen, Novartis, Sanofi, Bristol-Myers Squibb, AbbVie and Janssen: Honoraria. Kim:BMS, Takeda, Amgen, Celgene, Janssen: Consultancy, Honoraria, Research Funding. Cibeira:Janssen, Akcea Therapeutics: Honoraria, Membership on an entity's Board of Directors or advisory committees; Janssen, Celgene, Amgen: Honoraria, Other: Educational lectures. Beksac:Amgen: Consultancy, Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Takeda: Consultancy, Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Sanofi: Consultancy, Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Celgene: Consultancy, Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Janssen: Consultancy, Membership on an entity's Board of Directors or advisory committees, Speakers Bureau. Valent:Celgene: Other: Teaching, Speakers Bureau; Takeda Pharmaceuticals: Other: Teaching, Speakers Bureau; Amgen Inc.: Other: Teaching, Speakers Bureau. Wong:GSK: Research Funding; Roche: Research Funding; Janssen: Research Funding; Bristol Myers Squibb: Research Funding; Fortis: Research Funding; Amgen: Consultancy; Sanofi: Membership on an entity's Board of Directors or advisory committees. Rosenzweig:Janssen: Speakers Bureau. Bumma:Amgen: Speakers Bureau; Sanofi: Speakers Bureau. Gries:Janssen: Current Employment, Current equity holder in publicly-traded company. Fastenau:Janssen: Current Employment, Current equity holder in publicly-traded company. Tran:Janssen: Current Employment, Current equity holder in publicly-traded company. Qin:Janssen: Current Employment. Vasey:Janssen Research & Development: Current Employment, Current equity holder in publicly-traded company. Tromp:Janssen: Current Employment, Current equity holder in publicly-traded company. Weiss:Janssen: Current Employment, Current equity holder in publicly-traded company. Vermeulen:Janssen: Current Employment, Current equity holder in publicly-traded company. Comenzo:Caleum: Consultancy; Amgen: Consultancy; Janssen: Consultancy, Research Funding; Takeda: Consultancy, Research Funding; Sanofi: Consultancy; Unum: Consultancy; Karyopharm: Consultancy, Research Funding; Prothena: Consultancy, Research Funding. Kastritis:Amgen: Consultancy, Honoraria, Research Funding; Pfizer: Consultancy, Honoraria; Takeda: Consultancy, Honoraria; Janssen: Consultancy, Honoraria, Research Funding; Genesis Pharma: Consultancy, Honoraria. Wechalekar:Takeda: Honoraria, Other: Travel; Celgene: Honoraria; Janssen: Honoraria, Other: Advisory; Caelum: Other: Advisory.