Untitled

Adedayo, Olufunmilayo

doi:10.1023/a:1003295525989

Cited by 5 publications

(4 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In this case, information with which to standardize the findings and dichotomize the continuous treatment variable (resulting from an instrumental variables methodology) was not available. Other examples of excluded studies include certain papers from the education literature which provided findings in the form of two-way ANOVA (analysis of variance) or ANCOVA (analysis of covariance) tables without any additional information on the group means or on the correlation structure between the covariates and dependent variables (e.g., Adedayo, 1999; Awolola, 2011; Kurumeh & Achor, 2008; Okoye & Okechukwa, 2010; Olowa, 2009; Onabanjo & Okpala, 2006).…”

Section: Methodsmentioning

confidence: 99%

Identifying Effective Education Interventions in Sub-Saharan Africa: A Meta-Analysis of Impact Evaluations

Conn

2017

Review of Educational Research

154

113

View full text Add to dashboard Cite

In this article, I identify educational interventions with an impact on student learning in Sub-Saharan Africa. After a systematic literature search, I conducted a meta-analysis synthesizing 56 articles containing 66 separate experiments and quasi-experiments and 83 treatment arms. I evaluated 12 types of education interventions such as the provision of school supplies, the use of teacher incentives, and school-based management programs. I examine each intervention type, present analytics on relative effectiveness, and explore why certain interventions seem to be more effective. A key finding is that programs that alter teacher pedagogy or classroom instructional techniques had an effect size approximately 0.30 standard deviations greater than all other types of programs combined. Limited evidence further suggests that pedagogical programs that employed adaptive instruction or teacher coaching were particularly effective. Given that the literature in the field is still nascent overall, these results advocate for further research into these pedagogical interventions.

show abstract

Section: Methodsmentioning

confidence: 99%

Identifying Effective Education Interventions in Sub-Saharan Africa: A Meta-Analysis of Impact Evaluations

Conn

2017

Review of Educational Research

154

113

View full text Add to dashboard Cite

show abstract

“…In their study, they found that there were significant interaction between gender and teaching styles and it was found out that most females experienced learning through peer interaction. Their result was also supported by Adedayo's (1999) study which similarly reported a significant interaction of instructional method and gender in which the most effective method for male students was the interactive method with group use of material, rather than individualized method. Female students on the other hand favoured the individual use of materials.…”

Section: Skm Afp`rppflkp=mentioning

confidence: 66%

The Effectiveness of Collaborative Learning In The Teaching of Form Four Mathematical Reasoning

Sam¹,

Tan²

2011

Jurnal Teknologi

View full text Add to dashboard Cite

Pembelajaran kolaboratif merujuk kepada organisasi bilik darjah di mana pelajar bekerjasama dalam kumpulan yang kecil melakukan aktiviti yang dikongsikan tetapi mempunyai matlamat yang sama. Kajian ini mengkaji keberkesanan pembelajaran kolaboratif dalam pengajaran topik “Penaakulan Matematik” tingkatan empat dan kesan jantina kepada keberkesanan kaedah pengajaran ini di sebuah sekolah menengah kerajaan Malaysia. Kajian ini juga melihat kesan jantina ke atas minat pelajar terhadap pembelajaran matematik dan persepsi kepada kaedah pengajaran. Kajian ini dijalankan menggunakan kajian berbentuk ujian pra–pasca kuasi–eksperiment dengan satu kumpulan kajian dan satu kumpulan kawalan. Kajian ini menggunakan dua kelas di sebuah sekolah menengah kerajaan di Kuching, Sarawak, Malaysia. Kelas kajian telah diajar menggunakan pembelajaran kolaboratif manakala kelas kawalan telah diajar menggunakan pembelajaran secara lisan. Alat ukur kajian adalah ujian pra, ujian pasca dan borang soal selidik. Keputusan kajian menunjukkan kumpulan pembelajaran kolaboratif menunjukkan keputusan yang lebih baik berbanding dengan kumpulan pembelajaran tradisional. Tambahan pula. pelajar perempuan mendapat keputusan yang lebih baik jika dibandingkan dengan pelajar lelaki dalam kedua–dua kaedah pengajaran. Majoriti pelajar juga lebih gemar pembelajaran kolaboratif dan kumpulan kolaboratif menunjukkan minat yang tinggi dalam pembelajaran matematik. Akan tetapi, keputusan menunjukkan bahawa tiada kesan jantina terhadap kaedah pengajaran, minat pelajar terhadap pembelajaran matematik dan persepsi kepada kaedah pengajaran. Kata kunci: Kolaboratif; pembelajaran kolaboratif; keberkesanan; jantina; penaakulan Matematik Collaborative learning refers to the form of classroom organization in which students work together, in small groups, on a shared activity and with a common goal. This study focused on looking at the effectiveness of collaborative learning in the teaching of form four mathematical reasoning, and the possible effects of gender on the instructional methods in a Malaysian government secondary school. This study also looked at the gender effects on interest toward learning mathematics and perceptions of the teaching methods. The study was carried out using a pretest–posttest quasi-experiment research design with one treatment group and one control group. The study used two intact classes at a government secondary school in Kuching, Sarawak, Malaysia. The treatment class was taught using collaborative learning while the control class was taught using lecture–based instruction. The research instruments used in the study to collect data consisted of a pretest, posttest and questionnaire. The result showed that the collaborative learning group outperformed the traditional instructional group. In addition, female students obtained better results compared to male students in both of the instructional method. Majority of the students also preferred collaborative learning and collaborative learning group also showed higher interest in learning mathematics. However, the result showed that there were no gender effects on the instructional methods, interest toward learning mathematics and perceptions of the teaching methods. Key words: Collaborative; collaborative learning; effectiveness; gender; mathematical reasoning

show abstract

“…Many studies recently aimed at producing CP from various fruit peels by using solidstate, semi-solid, and liquid-state fermentation. Fruit peels such as beles fruit, watermelon, banana, papaya, mango, sweet orange, apple, pineapple, plantain, pomegranate rind, cactus pear, and virgin grape marc are some potential substrates used for microbial growth and SCP production [18,36,[78][79][80]. Table 2 shows the various microorganisms and fruit wastes used for SCP production.…”

Section: Fruit Waste As Substrate For Scp Productionmentioning

confidence: 99%

“…Various microorganisms have been used for the production of SCPs; bacteria (Cellulomonas, Alcaligenes, Brevibacterium, Lactobacillus spp., and Rhodopseudomonas), algae (Spirulina and Chlorella), fungus (Aspergillus, Trichoderma, Fusarium, and Rhizopus) and yeast (Candida, Saccharomyces, Rhodotorula, and Rhodosporidium) [9,10,18,19]. Bacteria possess a high protein content (50-65%, Table 1) and a short generation time.…”

Section: Introductionmentioning

confidence: 99%

Single Cell Protein Production Using Different Fruit Waste: A Review

et al. 2022

View full text Add to dashboard Cite

The single cell protein (SCP) technique has become a popular technology in recent days, which addresses two major issues: increasing world protein deficiency with increasing world population and the generation of substantial industrial wastes with an increased production rate. Global fruit production has increased over the decades. The non-edible parts of fruits are discarded as wastes into the environment, which may result in severe environmental issues. These fruit wastes are rich in fermentable sugars and other essential nutrients, which can be effectively utilized by microorganisms as an energy source to produce microbial protein. Taking this into consideration, this review explores the use of fruit wastes as a substrate for SCP production. Many studies reported that the wastes from various fruits such as orange, sweet orange, mango, banana, pomegranate, pineapple, grapes, watermelon, papaya, and many others are potential substrates for SCP production. These SCPs can be used as a protein supplement in human foods or animal feeds. This paper discusses various aspects in regard to the potential of fruit wastes as a substrate for SCP production.

show abstract

Untitled

Cited by 5 publications

References 17 publications

Identifying Effective Education Interventions in Sub-Saharan Africa: A Meta-Analysis of Impact Evaluations

Identifying Effective Education Interventions in Sub-Saharan Africa: A Meta-Analysis of Impact Evaluations

The Effectiveness of Collaborative Learning In The Teaching of Form Four Mathematical Reasoning

Single Cell Protein Production Using Different Fruit Waste: A Review

Contact Info

Product

Resources

About