A study was conducted on the effects of pH of the medium, composition of Fenton's reagent, and the effect of soil's preequilibration with the chemical, on the degradation of 14C‐labeled free and complex cyanide in aqueous and soil‐containing systems The application of Fenton's reagent (1% H2O2, 10 mM FeSO4) resulted in degradation of 80% and 67% of potassium cyanide in aqueous systems at pH 7 2 and 10 0, respectively No appreciable amount of K4[Fe(CN)6] was degraded at either pH tested Under the alkaline condition, negligible amounts of cyanide were converted to HCN and were removed from liquid phase due to precipitation In the soil systems containing uncontaminated topsoil or manufactured gas plant (MGP) soil, both freshly amended with free cyanide, 80% of the compound was degraded by the Fenton's reagent of the same composition Similar to the aqueous systems, no complex cyanide was degraded in soil slurries In both soils, previously equilibrated with free and complex cyanides, the extent of degradation caused by Fenton's reagent was not more than 6% at either pH However, at alkaline pH, up to 21% of previously added complex cyanide was leached out into a liquid phase where it could be further degraded The optimum composition of Fenton's reagent under alkaline pH was found to be 1% of H2O2 and 1 mM FeSO4 We suggest that the application of Fenton's reagent under alkaline conditions may be useful in a combined physicochemical treatment for the remediation of sites contaminated with cyanides

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The purpose of this study was to find out the relative effects of three instructional Approaches i.e. Multisensory, Metacognitive, and a combination of Multisensory and Metacognitive Instructional Approaches on the Vocabulary achievement of underachieving Secondary School Students. The study adopted the quasi-experimental design in which a pre-test, post-test, non - randomized, non-equivalent control group design was employed. One hundred and twenty [120 students-60 males and 60 females] were selected from four secondary schools within the Ilorin metropolis through stratified random sampling technique. The four schools were categorized into three experimental groups and one control group according to the design of the study. The instructional programmes for the teachers and the achievement test for the students were prepared by the researcher from the students’ English text books according to the curriculum specifications and the past questions from the JSS NECO past questions .Six major hypotheses were generated for the study. All of them were based on the general effects of the three instructional approaches on the underachieving students’ vocabulary achievement. The results were analyzed using Analysis of Covariance [ANCOVA]. The Duncan Multiple Range Test was used to confirm which pairs of the variables were significantly different. The results revealed that there was a significant difference in the overall achievement of the students taught using the three approaches. In other words, each of the experimental group performed significantly better than the control group. However, the findings indicated that the Multisensory Instructional Approach [MSIA] was the most potent of the three modes. It was recommended that English Language teachers should consider the interest of the underachievers by employing the Multisensory approach to teach them

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Listening is an important tool of learning as it involves devoting time and attention to the acquisition of knowledge competence on an academic subject in education. Most students regard listening as a complex interactive process which involves a dynamic process of construction of meaning. As a result of this, students at the secondary school level exhibit poor listening habit and their performance has not been encouraging in English Language. Hence, this paper sought the analysis of listening comprehension performance of senior secondary school students at the discriminative, informative and critical levels of listening. The study was a descriptive survey research. The population for the study consisted of all the senior secondary schools in Abeokuta, Nigeria. Random sampling technique was used to select 315 SSII students which served as the sample for this study. The instrument used for the study was a Listening Comprehension Test. Percentage and ANOVA were used to answer the research questions raised and analyse the hypotheses generated at 0.05 level of significance. Findings from the study showed that the general level of listening comprehension performance of senior secondary school students in Abeokuta