Friday, September 29, 2017


CHAPTER ONE
1.0       Introduction
1.1 Background to the Study
In most countries as in Nigeria, curriculum is developed to meet the national goals and objectives in the various fields and stages of manpower needs and development. It is therefore pertinent to observe that the introduction of the 6-3-3-4 system currently referred to as the 9-3-4 (9-Year Basic Education: Primary 1 to Junior Secondary 3; 3-Year Senior Secondary Education and 4-Year Tertiary Education) educational system in Nigeria had the goals and the operation of the system in line with the country’s national education goals as highlighted in the National Policy on Education. The Nigerian national educational goals which are derived from the country’s philosophy and goals include, “the acquisition of appropriate skills and the development of mental, physical and social abilities and competencies as equipment for the individual to live in and contribute to the development of the society” (Federal Republic of Nigeria (FRN), 2004:8). 
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In order to realize fully the potentials of the contributions of education to the achievement of the national educational goals, emphasis is placed on the broad goals of secondary education which aim at preparing individuals for “useful living within the society and for higher education” (FRN, 2004:18). More specifically, the junior secondary curriculum provides for both the academic, sciences and pre-vocational subjects. The focus of the secondary education at the junior level targets the realization of the following goals, “to offer diversified curriculum to cater for the differences in talents, opportunities and future roles; to provide trained manpower in the applied sciences, technology and commerce at sub-professional grades, and to provide technical knowledge and vocational skills necessary for agricultural, industrial, commercial and economic development” (FRN, 2004:17-19). These goal statements had guided the efforts toward the development of new curricula for the junior secondary education in basic science which include, “physics, chemistry, biology” (FRN, 2004:20).

1.2       Statement of the Problem
In secondary schools, student’s performance in science related subjects has been persistently poor. A few students perform well in Mathematics having 65.0% while a good number of them perform poorly in Basic Science and Basic technology having 20.0% and 15.0% respectfully. (This is evidence in a research carried out by Oludipe, 2011 on effect of socio economic status on academic performance of students; it was revealed in this study that only few students perform well in science related subjects. The reason for this disparity may not be unconnected with the variables inside and outside school that affect students’ quality of academic performance. These factors may be termed as student factors, family factors, school factors and peer factors (Crosnoe, Johnson & Elder, 2004). Among other factors, peer factor was indicated as the major factor that influences student’s academic performance (Crosnoe, Johnson & Elder, 2004).)The purpose of this study, therefore, was to specifically determine, among others, the influence of peer group on learning outcomes of junior secondary school students.

1.3       Purpose of the Study
The purpose of this research work is to determine, the influence of peer group on learning outcomes of junior secondary school basic science students in Obafemi Owode Local Government Area of Ogun State.
The study would attempt to establish the relationship between peer group influence on the junior secondary school student’sattitudes and achievement in both private and public schools.

1.4       Research Hypotheses
The following four null hypotheses were tested in the study:
Ho1: There is no significant difference of peer group influence between students’ attitudes and achievement toward basic science students

Ho2: There is no significant relationship between peer group age and academic achievement of students in basic science.

Ho3: There is no significant influence of peer group religion and academic achievement of students in basic science.


1.5       Significance of the Study
The significance of this study to the students, parents, school and the educational development of the country cannot be over emphasized.

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EFFECT OF CONSTRUCTIVIST BASED TEACHING STRATEGY ON ACADEMIC PERFORMANCE OF JUNIOR SECONDARY SCHOOL STUDENTS IN INTEGRATED SCIENCE



ABSTRACT
The study investigated the relative effect of constructivist based teaching strategy on academic performance of junior secondary school students in integrated science. Four (4) Junior Secondary Schools were randomly selected for the study. In all a total of 120 junior secondary school students participated in this study. The instruments used for data collection are instructional package with the use of constructivist based teaching strategy and traditional instructional strategy and Integrated science achievement test (ISAT).The data obtained for the study were analyzed using SPSS 14.00 package and T-test statistics to test the four (4) research questions as well as the four (4) hypotheses generated for this study at 0.05 level of significant. The findings revealed that:there is a significant difference in achievement test scores between students instructed with constructivist-based teaching strategy and those taught using traditional classroom teaching method.Based on the findings some recommendations are hereby made for effective teaching and learning of integrated science: Government should continuously organize seminars and workshop for science teachers for the promotion and the application of constructivist approach to classroom instructional process in secondary schools, Science curriculum must stress educational choices based on our values and purposes and provide the materials that can help advance the agenda of scientifically based child-centered pedagogy.




TABLE OF CONTENT
CHAPTER ONE
INTRODUCTION
1.1            Background to the Study
1.2            Statement of the Problem
1.3            Purpose of the Study
1.4            Research Questions
1.5            Research Hypotheses
1.6            Scope of the Study
1.7            Significance of the Study
1.8            Operational definition of Terms

CHAPTER TWO
LITERATURE REVIEW
2.0     Literature Review
2.1     Theoretical Framework
2.2     Basis of Constructivist Teaching
2.3     Epistemological base of Constructivist Teaching
2.4     Psychological base of Constructivist Teaching
2.5     Theoretical Assumption of Constructivist Teaching
2.6     Principles and Strategies of Constructivist Teaching



CHAPTER ONE
1.0     INTRODUCTION
1.1     BACKGROUND TO THE PROBLEM
Critics of public education have argued that many Nigerian students do not possess the depth of knowledge or skills to assure either personal life success or national economic competitiveness (Akpan, 1996). A particular concern of the critics has been the apparent inability of many students to engage in complex problem-solving activities and to apply school knowledge and skills to real-life problems in workplace settings (Akpan, 1996). What teachers and schools face is a fundamental redefinition of what it means to be a student or a teacher and what it means to learn or to teach. Educators are confronted with a paradigm shift in teaching and learning which is driven by the increasing anomalies of the current educational system (Kim, 2002). High drop-out rates, low skill and knowledge levels among many students, low levels of student engagement in school work and poor international comparisons suggest that the current educational paradigm is weak or inappropriate.
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1.2     STATEMENT OF THE PROBLEM
Knowledge is not attained but constructed (von Glasersfeld, 1999). This statement came from a new challenge to the concept of traditional knowledge. Today, we are facing the challenge from an educational paradigm shift in secondary schools education in Nigeria. Parents and the general public have criticized the secondary schools and classroom environments, arguing that they are not ready to meet learner's needs/ achievement and the demands of the industrial society in this 21st century information society. Some complain about current educational practices, raising questions about the inability of Nigerian science students to perform creative thinking as well as problem solving tasks when compared to other advanced countries.
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But there is surprisingly very little research effort, particularly in Nigeria that emphasized constructivist-based teaching strategy in science and even less that focused on Basic science at the junior secondary school level. Furthermore no studies to our knowledge had investigated the effect of constructivist-based teaching strategy and its interaction with sex and ability on science and technology achievement and attitude among junior secondary school students in Nigeria. The purpose of this study, therefore, was to specifically determine, among others, the effects of constructivist-based teaching strategy on academic performance of students in Integrated Science.

1.3     PURPOSE OF THE STUDY
The purpose of this study is to determine, the effects of constructivist-based teaching strategy on academic performance of junior secondary school students' in Basic Science inEpe Local Government Area of Lagos State.

1.4     RESEARCH QUESTIONS
          This study will be guided with four the following research questions.
1.       Is there any significant difference in achievement test scores between students instructed using constructivist-based teaching strategy and those instructed using the traditional classroom teaching method?
2.       Is there any significant difference in achievement test scores between male and female students instructed with constructivist-based teaching strategy?
3.       Is there any significant difference in achievement test scores between high ability students taught with constructivist-based teaching strategy and those taught with traditional classroom teaching method?
4.       Is there any significant difference in achievement test scores between low ability students taught with constructivist-based teaching strategy and those taught with traditional classroom teaching method?

1.5     RESEARCH HYPOTHESES
From the research questions raised, four hypotheses will be tested at 0.05 level of significance.
Ho1:  There is no significant difference in achievement test scores between students instructed with constructivist-based teaching strategy and those taught using Conventional classroom teaching method.
Ho2:  There is no significant difference in achievement test scores between male and female students      instructed with constructivist-based teaching strategy.
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Ho4: There is no significant difference in the achievement test
scores of students of low ability instructed with constructivist based teaching strategy and those taught with    traditional classroom teaching method.

1.6     SIGNIFICANCE OF THE STUDY
 The findings of this study will be significant in the following ways:
It is expected that the constructivist-based teaching strategy employed in the study would improve the teaching and learning process thereby enhancing student’s performance in Basic Science and attitude in Science and Technology.
The results of this study will be useful to the teacher and student as it would provide them with alternative method of teaching and learning Science related topics.

1.7     DELIMITATION OF THE STUDY
This study covers only four Junior Secondary Schools in Epe Local Government   Area of Lagos State. As a result of the short time frame allocated to this study. Other challenges encountered in the course of this study includes
·        Financial constraints
·        Uncooperative attitude of the respondents

1.8     OPERATIONAL DEFINITION OF TERMS
·        EFFECT:             A change which is a result or consequence of an action or other cause.
·        STRATEGY    method employed by the teacher in his/her teaching.
·        CONSTRUCTIVIST TEACHING: Teachers provide an environment in which students are actively engaged in their own learning, and build their own knowledge structures by Investigating and discovering (Marlowe & Page, 1998).
·        JUNIOR SECONDARY SCHOOL: This is the stage of education following primary education.
·        ACADEMIC PERFORMANCE: This refers to how students deal with their studies and how they cope with or accomplish different tasks.
·        TEACHING: This is an intimate contract between a more mature personality and a less mature one, which is designed for the further education of the latter.
·        STUDENTS: A person who is studying at a school or college. Denoting someone  who is studying in order to enter a particular profession.

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EFFECT OF RADIATION AND ITS HAZARD ON MAN

RADIATION AND ITS HAZARDS ON MAN
In general, radiation is a process where energy emitted by one body travels in a straight line through a medium or through space. Radiation comes from the sun, nuclear reactors, microwave ovens, radio antennas, X-ray machines, and power lines, to name a few.
Radiation can be classified as either ionizing or non-ionizing. Non-ionizing radiation is lower energy radiation that comes from the lower part of the electromagnetic spectrum. It is called non-ionizing because it does not have enough energy to completely remove an electron from an atom or molecule. Examples include visible light, infrared light, microwave radiation, radio waves, and long wave (low frequency) radiation. Ionizing radiation has enough energy to detach electrons from atoms or molecules - the process of ionization. It comes from both subatomic particles and the shorter wavelength portion of the electromagnetic spectrum. Examples include ultraviolet, X-rays, and gamma rays from the electromagnetic spectrum and subatomic particles such as alpha particles, beta particles, and neutrons. Subatomic particles are usually emitted as an atom decays and loses protons, neutrons, electrons, or their antiparticles.
Radiation is a form of energy. It comes from man-made sources such as x-ray machines, from the sun and outer space, and from some radioactive materials such as uranium in soil. Radiation travels as rays, waves or energetic particles through air, water or solid materials.
Radioactive materials are composed of atoms that are unstable. As unstable atoms become stable, they release excess energy (called "radiation") through a process called radioactive decay or radioactivity. The time required for a radioactive substance to lose 50 percent of its activity by decay is called its half-life.
The most common types of radiation emissions are alpha, beta and gamma rays.
Alpha particles: can be shielded by a sheet of paper or by human skin. But if materials that emit alpha particles are inhaled, ingested or enter your body through a cut in your skin, they can be very harmful.
Beta particles: cannot be stopped by a sheet of paper. Some beta particles can be stopped by human skin, but some need a thicker shield (like wood) to stop them. Just like alpha particles, beta particles can also cause serious damage to your health if they are inhaled or swallowed. For example, some materials that emit beta particles might be absorbed into your bones and cause damage if ingested.
Gamma rays: are the most penetrating of these three types of radiation. Gamma rays will penetrate paper, skin, wood, and other substances. Like alpha and beta particles, they are also harmful if inhaled, ingested or absorbed. To protect yourself from gamma rays, you need a shield at least as thick as a concrete wall. This type of radiation causes severe damage to your internal organs. (X-rays fall into this category, but they are less penetrating than gamma rays.)

HOW IS RADIATION MEASURED?
Measuring radiation is complex and utilizes several different units. Scientists measure the amount of radiation being emitted in the conventional unit called the curie (Ci) or the SI unit called the becquerel (Bq). These units express the number of disintegrations (or breakdowns in the nucleus of an element) per second as the element tries to reach a stable or nonradioactive state. One Bq is equal to one disintegration per second and one Ci is equal to 37 billion Bq.

When measuring the amount of radiation that a person is exposed to or the amount of energy absorbed by the body's tissues, two units are used: the conventional Roentgen (or radiated) absorbed dose (rad) and the SI gray (Gy). One Gy is equal to 100 rad. If a scientist is measuring a person's biological risk of suffering health effects of radiation, the units of measurement are the conventional Roentgen equivalent man (rem) or the SI sievert (Sv). One Sv is equal to 100 rem.

HOW CAN I BE EXPOSED TO RADIATION?
Small quantities of radioactive materials occur naturally in the air we breathe, the water we drink, the food we eat, and in our own bodies. People receive some background radiation exposure each day from the sun, from radioactive elements in soil and rocks, from household appliances (such as television sets and microwave ovens), and from medical and dental x-rays. Even the human body itself emits radiation. These levels of natural and background radiation are normal.
Radiation doses that people receive are measured in units called "rem" or "sievert." (One sievert equals 100 rem.) Scientists estimate that the average person in the United States receives a dose of about one-third of a rem per year. Eighty percent of typical human exposure comes from natural sources, such as sunlight. The remaining 20% comes from artificial radiation sources, primarily medical x-rays.

WHAT ARE THE HEALTH EFFECTS OF EXPOSURE TO RADIATION?
Radiation's health effects can be mild, such as reddening of the skin, or very serious, such as cancer or early death. Radioactive materials dispersed in an urban area pose a serious health hazard. Strong sources of gamma rays can cause acute radiation poisoning or even fatalities at high doses. Long-term exposure to low levels of gamma radiation can cause cancer. Alpha particles (such as americium) small enough to be inhaled can damage people's lungs and lead to an increased risk of cancer.
The degree of damage to the human body depends on:
The amount of radiation absorbed by the body (the dose)
The type of radiation
The route of exposure
The length of time a person is exposed
Exposure to very large doses of radiation may cause death within a few days or months. Acute radiation syndrome (ARS), or radiation sickness, is usually caused when much of the human body is exposed to a high dose of radiation over the course of a few minutes. Survivors of the Hiroshima and Nagasaki atomic bombs and firefighters responding to the Chernobyl nuclear power plant event in 1986 experienced ARS. The immediate symptoms of ARS are nausea, vomiting and diarrhea; later, bone marrow depletion may lead to weight loss, loss of appetite, flu-like symptoms, infection and bleeding. The survival rate depends on the radiation dose. For those who do survive, recovery may take a few weeks to two years.
Exposure to lower doses of radiation may lead to an increased risk of cancer, cataracts or decreased fertility. Radiation exposure, like exposure to the sun, is cumulative. The damage from exposure to radiation may not be apparent for many years.
Children are more sensitive to radiation than adults. Exposure to human embryos or fetuses is of special concern because they are extremely sensitive to radiation.

HOW CAN I PROTECT MYSELF FROM RADIATION?
The longer a person is exposed to radiation and the closer the person is to the source of radiation, the greater the risk. There are three basic ways to reduce your exposure:
Time: Decrease the amount of time you spend near the source of radiation.
Distance: Increase your distance from the radiation source
Shielding: Increase the shielding between you and the radiation source.
Shielding is anything that creates a barrier between people and the radiation source. Depending on the type of radiation, effective shielding can be something as thin as a plate of window glass or may need to be as thick as several feet of concrete. Being inside a building or a vehicle can provide shielding from some kinds of radiation.
Remember that any protection, however temporary, is better than none at all. The more shielding, distance and time you can take advantage of, the better. Although radiation cannot be detected by the senses (sight, smell, etc.), scientists can detect even the smallest levels of radiation with a range of instruments.




WILL POTASSIUM IODIDE PROTECT ME?
Taking potassium iodide (KI) pills for protection against a dirty bomb is not recommended. These tablets, now widely available, are promoted by commercial companies for defense against everything from a nuclear plant accident to a dirty bomb explosion. However, KI pills are not likely to offer protection from the radiation spread by a dirty bomb and could actually be harmful to people's health. KI pills help protect the thyroid gland from the damaging effects of radioactive iodine, but they are of no help if the dirty bomb contains any other form of ionizing radiation. There are many other radioactive sources that could be used instead of, or along with, radioactive iodine, and KI tablets would be useless against them. Many people could also be harmed by the high concentration of iodine in KI because of allergies or other conditions.

WHAT ARE SOME SOURCES AND USES OF RADIOACTIVE MATERIALS?
Radioactive materials are widely used in hospitals, research labs, industry and construction sites for such things as diagnosing and treating illnesses, sterilizing equipment, and irradiating food. Radioactive byproduct material in the United States is regulated by either state or federal laws. The Nuclear Regulatory Commission, together with 32 states which regulate radioactive material, have over 21,000 organizations licensed to use such materials for these purposes.
Other man-made radioactive materials come from nuclear power and weapons sites. In the United States, radioactive waste is located at more than 70 commercial nuclear power sites in 31 states. Enormous quantities also exist overseas, especially in Europe and Japan.
Medical procedures, including diagnostic X-rays, nuclear medicine and radiation therapy, make up the most significant source of man-made radiation exposure to the general public. Other legal uses of radioactive materials include industrial radiography, manufacture of gauging devices, gas chromatography, and well logging. It is used in consumer products such as smoke detectors (americium), "exit" signs, static eliminators, and luminous watch dials. Some examples of radioactive materials are cesium, americium, plutonium, and strontium.

HOW IS RADIATION USED IN MEDICAL IMAGING?
There is a branch of medicine called radiology that focuses on diagnosing and treating diseases using imaging technologies based on radiation. Common imaging techniques include:
Projectional Radiography - X-ray radiation is directed through part of the body, which absorbs some of the radiation. Hard tissue such as bone absorbs more than soft tissue such as muscle. The X-rays that are not absorbed pass through the body and expose photographic film on the other side of the body, creating a shadow effect. Different X-ray strengths are employed depending on the part of the body that is being studied. Common projections include a chest X-ray, breast X-ray (mammography), dental X-ray (dental radiograph), and abdominal X-ray.

Fluoroscopy (angiography, gastrointestinal fluoroscopy) - These are X-rays that use a contrast (usually iodine- or barium-based) in order to provide moving projections or images of movement inside the body. Angiography is used to view the cardiovascular system and gastrointestinal fluoroscopy is used to view the gastrointestinal tract.

Computed Tomography (CT) :- a CT scan uses X-rays and computers to create images that show slices of soft and hard tissues. Contrast agents are often used during CT scans, and the result is a 3D reconstruction of the part of the body being imaged. Widespread screening for the buildup of calcium in the arteries using computed tomography scans would lead to an estimated 42 additional radiation-induced cancer cases per 100,000 men and 62 cases per 100,000 women, a study revealed.

Ultrasound:- Ultrasound uses high-frequency sound waves to see soft tissues inside the body. Since the test uses sound waves, no ionizing or potentially damaging radiation is absorbed by the body. Ultrasounds can show images in real time, but they cannot be used to image bones, lungs, bowel loops, or other air-filled body parts.

Magnetic Resonance Imaging (MRI) :- An MRI uses strong magnetic fields and a radio signal to take high quality 3D images of the body. Although an MRI requires a patient to lie very still in a noisy tube for a long period of time, the scan provided excellent visualizations of soft tissue. MRIs do not use any damaging ionizing radiation, only strong magnetic fields and non-ionizing radio frequencies.

Dual energy X-ray absorptiometry (DEXA or bone densitometry) :- Commonly used to test for osteoporosis, DEXA scans use two narrow X-ray beams to collect information on the density of the bone. No images of the bone are created, and so this scan is not considered projectional radiography.

Positron Emission Tomography (PET) :- A PET scan is a nuclear medicine imaging technique that uses a radioactive contrast agent that is injected into the body. This tracer eventually begins to radioactively decay and emits positron particles that are picked up by the PET scanner. A computer is used to reconstruct 3D images.

HOW IS RADIATION USED IN MEDICAL TREATMENT?
Many of the radiological imaging techniques described above are used during diagnosis and treatment. For example, ultrasounds and X-rays may be used to guide biopsy procedures, and ultrasounds are used to break up kidney stones, making them easier to pass. The branch of medicine that focuses on the use of radiation for treatment (and imaging) is called nuclear medicine. Nuclear medicine uses special pharmaceuticals called radiopharmaceuticals that have as a component radionuclides - atoms with an unstable nucleus. Radiotherapy is the practice of using these radioactive particles for the treatment of diseases. Radiotherapy uses ionizing radiation to treat diseases such as cancer, coronary artery disease, trigeminal neuralgia, severe thyroid eye disease, and pterygium and to prepare the body for bone marrow transplants.

Sometimes radiation can effectively help cancer patients who are not eligible for surgery. A system called
stereotactic body radiation therapy may be effective in treating early-stage lung cancer, scientists from the University of Kentucky's Markey Cancer Center found.

When a cure is not possible, radiotherapy or radiation treatment may be used for palliative care, or the management of symptoms. In treating many types of cancer, radiation therapy aims to damage the DNA of the cancer cells so that they will commit suicide. A beam of radiation (photon, electron, proton, neutron, or ion, but usually gamma rays from the Cobalt-60 isotope) is carefully directed towards the malignant cancer cells with the goal of ionizing or damaging the atoms that make up the DNA chain. This kills the cancer cells and/or slows down their growth. Radiation treatments can result in the absorption of several sieverts (Sv). Although radiotherapy is a painless procedure, it carries side effects as the body absorbs this ionizing radiation.

Common side effects include skin damage, swelling,
infertility, fibrosis, hair loss, fatigue, cancer (radiation both causes and cures cancer), and dryness of the salivary and sweat glands. The Society of Nuclear Medicine reports that the benefits of medical imaging far outweigh the radiation risks.

Other types of radiation include the treatment involve swallowing a radioactive isotope as a liquid or a capsule (Iodine-131 for thyroid cancer) or injecting radioactive isotopes into the spaces near the damaged body part.



REFERENCES
Peter, C. (2009) Radiation and its Hazards on man
Medical News Today

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