Effects of Computer Based Mastery Learning on Secondary School Students’ Motivation to Learn Biology by Gender

The knowledge of biology is applied in many fields including industry, agriculture, biotechnology, medicine and environmental conservation. It has a significant role to play in enhancing the country’s socio-economic development by enabling exploitation of land, animal and other natural and human resources. Inspite of this, the overall achievement in biology in Kenya Certificate of Secondary Examination (KCSE) has been low. Approaches used in the instructional process have been identified as among the factors contributing to the problem of low achievement. In this study an attempt was made to overcome this problem by using Computer Based Mastery Learning (CBML) approach as an intervention to investigate its effects on students’ Motivation to learn. A non-equivalent Solomon’s Four Group design (quasi-experimental research design) was used in which four co-educational secondary schools were purposively sampled. The four schools were randomly assigned to four groups. Students in all the groups were taught the same biology content. Teachers of the experimental groups taught using CBML approach while teachers of the control groups taught using the conventional methods. The study focused on the topic Respiration and involved a sample of 167 Form two students in four schools in Bomet District. Students’ Motivation Questionnaire (SMQ) was used to collect data. The instrument was validated by five research experts in Science Education and five practising high school biology teachers. Reliability was estimated using Cronbach’s alpha coefficient. A reliability co-efficient of 0.79 was obtained. t-test was used for data analysis. Hypothesis was tested at an alpha level of 0.05. The findings indicate that there is no gender difference in motivation when CBML is used. It is recommended that CBML teaching strategy be incorporated in teacher education programes. Designers of computer based learning programmes should also be encouraged to include CBML to enhance student learning. Keywords: Computer Based Mastery Learning, Student’s Motivation, Learning Biology, Gender

Effects of Computer Based Mastery Learning Approach on Students’ Motivation to Learn Biology

This study investigated the effects of using Computer Based Mastery Learning (CBML) approach on secondary school students’ Motivation to learn biology. A Solomon’s Four Group design Non-equivalent Control Group research design was used in which four co-educational secondary schools were purposively sampled in Bomet District. The four schools were randomly assigned to four groups. Students in all the groups were taught the same biology content. Teachers in the experimental groups taught using CBML approach while teachers in the control groups taught using the conventional methods. The study focused on respiration topic and involved a sample of 167 Form Two students. After two weeks of teaching, all four groups were post-tested using Students’ Motivation Questionnaire (SMQ) whose reliability co-efficient was 0.79. Data were analysed using ANOVA, t-test and ANCOVA. Results indicate that students taught using CBML approach had significantly higher scores in SMQ than those taught using conventional approaches. In addition, the study established that there is no gender difference in motivation when CBML is used. The researchers conclude that CBML is an effective teaching approach which should be incorporated in the teaching of Biology. Keywords: Computer Based Mastery Learning, Student’s Motivation, Learning Biology

Regulation of medical diagnostics and medical devices in the East African community partner states.

BACKGROUND: Medical devices and in vitro diagnostic tests (IVD) are vital components of health delivery systems but access to these important tools is often limited in Africa. The regulation of health commodities by National Regulatory Authorities is intended to ensure their safety and quality whilst ensuring timely access to beneficial new products. Streamlining and harmonizing regulatory processes may reduce delays and unnecessary expense and improve access to new products. Whereas pharmaceutical products are widely regulated less attention has been placed on the regulation of other health products. A study was undertaken to assess regulation of medical diagnostics and medical devices across Partner States of the East African Community (EAC). METHODS: Data was collected during October 2012 through desk based review of documents and field research, including face to face interviews with the assistance of a structured questionnaire with closed and open ended questions. Key areas addressed were (i) existence and role of National Regulatory Authorities; (ii) policy and legal framework for regulation; (iii) premarket control; (iv) marketing controls; (v) post-marketing control and vigilance; (vi) country capacity for regulation; (vii) country capacity for evaluation studies for IVD and (viii) priorities and capacity building for harmonization in EAC Partner States. RESULTS: Control of medical devices and IVDs in EAC Partner States is largely confined to national disease programmes such as tuberculosis, HIV and malaria. National Regulatory Authorities for pharmaceutical products do not have the capacity to regulate medical devices and in some countries laboratory based organisations are mandated to ensure quality of products used. Some activities to evaluate IVDs are performed in research laboratories but post market surveillance is rare. Training in key areas is considered essential to strengthening regulatory capacity for IVDs and other medical devices. CONCLUSIONS: Regulation of medical devices and in vitro diagnostics has been neglected in EAC Partner States. Regulation is weak across the region, and although the majority of States have a legal mandate to regulate medical devices there is limited capacity to do so. Streamlining regulation in the EAC is seen as a positive aspiration with diagnostic tests considered a priority area for harmonisation

Development of a nutraceutical from natural products: A case study of a herbal-based low sodium table salt

Background: Cyperus papyrus reed ash has been used traditionally as a salt substitute in Western Kenya. Previous work carried out at Kenya Medical Research Institute indicated that potassium salt substitution derived from local papyrus reed has a favourable potassium/sodium ratio that is suitable for use to regulate high blood pressure. Objective: To develop and design a process flow for pilot scale production and to develop suitable analytical methods for quality assurance for a herbal based low sodium table salt. Methodology: The plant material was collected from two study sites in Rift Valley then cleaned, chopped, dried, ashed and extracted at laboratory and optimized industrial scale to yield laboratory and pilot scale samples. Elemental analysis was determined using Atomic Absorption and Flame emission spectroscopy. Results: The herbal salt yield for the laboratory scale processing was about 10% for both samples but 13% and 22%, respectively, using the optimized industrial procedure. Elemental analysis results indicate the presence of both essential and non-essential elements and heavy metal was within the World Health Organization acceptable limits. The potassium/sodium ratios obtained were between 3 and 11. Discussion: The herbal salt has the capacity to preserve meat and is a source of other essential trace elements such as chromium, Zinc and manganese. Key words: Nutraceuticals; process optimization; low sodium; herbal salt; elemental compositio

Enhancing Biology Achievement of Secondary School Learners Using Experiential Computer Assisted Instruction

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