No abstract

The hybridization of two different elements is done for synergy and better performance. This study investigates the effects of combining bamboo, steel, and carpet fibers, as reinforcement in concrete. The steel and carpet fibers were obtained from discarded tires, and carpets, respectively. The addition of fibers to the mixes was kept constant at 2% of the concrete volume. The first category concrete mix contained a hybrid of steel and carpet fibers at a fraction of 1.75% and 0.25%, respectively, the second category combined steel and bamboo fibers at a fraction of 1% - 1%. The third category contained only steel fibers at a 2% volumetric fraction. The mechanical property of the concrete was evaluated through compressive and flexural strengths, while the durability was examined through water absorption and the acid attack. The compressive strength results obtained for the three categories of fiber reinforced concrete ranged between 7.2 and 12.8 N/mm2, with the third category performing better. Also, the flexural strength results ranged between 5.37 and 7.47 N/mm2, with the first category having the best results. The second category had the least water absorption capacity, and the concrete reinforced with only steel fibers showed the best acid attack resistance. The results also confirmed that short discontinuous fibers are suitable strength and durability enhancers in producing durable eco-friendly concrete.

The study focused on the perception of students on the instructional strategies used by science teachers in senior secondary schools, using descriptive research of the survey type. The participants were 540 out of 5,318 science students in Ekiti State public Senior Secondary Schools who were selected through multi-stage sampling procedure. An instrument tagged "Science Teachers' Instructional Strategies Scale (STISS)" was used to collect data from science students across the three senatorial districts of Ekiti State. The data collected were collated and analyzed using descriptive and inferential statistics involving mean, standard deviation, Analysis of Variance and t-test. The results of the study revealed that teacher-centred and discipline-centred are the most frequently used instructional strategies by science teachers in senior secondary schools. The results further revealed that the students-centred which is the least frequently used instructional strategies by science teachers is the most alluring to science students. It was therefore recommended among others that government should organize appropriate training through workshops; conferences and seminars for science teachers to enhance professional competencies in their jobs which could as well exposed them to various strategies of teaching which are students-centred. This will help to demystify science in its entirety and simplify the perceived abstract nature of science-concepts which will in turn improve students' enrolment and attitude towards science as well as their academic performance in science to enhance national technological growth with the view of "VISION 2030" and "Sustainable Development Goal" (SDG) in mind.

Descriptive cross-sectional design was adopted which enabled the researchers to estimate prevalence (number of cases) of IWFs associated with objective questions constructed for end-of-semester examinations. The researchers retrieved 57 objective question papers administered in end-of-semester examinations centrally conducted in the College within the period of three academic sessions (2016/2017, 2017/2018 and first semester 2018/2019). 19 common violations of item writing principles were selected from literature and used in assessing the quality of 57 objective questions. The study classified test items in each of the 57 objective question papers into standard and flawed categories such that if an item is flawed, the exact type of flaw(s) (including options) was recorded. Results: The results showed that short answer, multiple choice and alternate response questions are the types of objective test formats constructed by lecturers; there was a high rate of violation of standard item writing rules in most objective semester examination questions constructed by lecturers; and the nature of the four most frequently violated IWFs were related to irrelevant difficulty which tended to make questions or tasks more difficult than intended. Recommendations/Classroom Implications: College management should organize seminar or workshop at regular interval to train or update lecturers' knowledge on test construction skills and tips.

This) study) assessed)) the) competence) of) Nigeria) Basic) School) teachers) in) lesson) preparation)and)presentation.)The)study)employed)a)descriptive)research)design.)Four) research) questions) were) raised) and) answered.) The) sample) used) for) the) study) comprised) 200) elementary) school) teachers) chosen) from) twenty) schools) in) Nigeria.) Simple) random) sampling) technique) was) used) to) choose) the) schools) as) well) as) the) ten) teachers) per) school) used.) A) research) instrument) focusing) on) Teachers') Competence) Level)in)Lesson)Preparation)and)Presentation)(TCLLPP))was)used)to)generate)data)for) the)study.)The)results)of)the)findings)showed)that)elementary)school)teachers)in)Nigeria) are)deficient)in)the)knowledge)of)adequate)lesson)preparation)and)presentation.)High) percentage)of)the)teachers)sampled)had)no)adequate)knowledge)of)essential)features)of) lesson) note) preparation.) Based) on) the) findings,) it) was) recommended) that) elementary) school)teachers)in)Nigeria)should)be)given)necessary)and)adequate)inTservice)training) on)lesson)note)preparation)and)presentation))