APPENDIX A1

Department of Science Education.

Faculty of Education,
Federal University of Kashere,
P.M.B 0182, Gombe-State,
Gombe-State

The Principal GDSSS II Gombe,

Gombe State.

Dear Sir,,

APPLICATION TO TEACH IN YOUR SCHOOL

I write to you in respect to the above subject matter, I am an undergraduate of the above-

named institution and wish to gather the data needed for my project work in your school using

Biology Achievement Test (BAT) as my instrument. I will be glad if my application is positively

favored.

Yours faithfully

Anas Adamu Gurama

FUKD/EDU/19/BIO/0115

1
 APPENDIX A2

Department of Science Education.

Faculty of Education,
Federal University of Kashere,
P.M.B 0182, Gombe-State,
Gombe-State

The Principal GDJSS Wuro Hausa,

Gombe State.

Dear Madam,

APPLICATION TO TEACH IN YOUR SCHOOL

I write to you in respect to the above subject, I am an undergraduate of the above-named

institution and wish to gather the data needed for my project work in your school using Basic

Science Achievement Test (BSAT) as my instrument. I will be glad if my application is

positively favored.

Yours faithfully

Zulkarnaini Dalhatu

FUKU/EDU/18/INT/0001

2
 APPENDIX B

BASIC SCIENCE ACHIEVEMENT TESTS (BSAT)

PRETEST AND POSTTEST QUESTIONS FOR TREATMENT AND CONTROL
GROUPS.
SECTION A: (PERSONAL INFORMATION)
SCHOOL……………….......................................
GENDER: MALE ( ) FEMALE ( )
SECTION B:
Multiple Choice Objective Questions
Instruction: choose the correct answer to each question from option A-D
Each question carries one (1) mark Time: 45 minutes
TICK THE APPROPRIATE ANSWER
(1). ________ is the taking in of oxygen to breakdown food substance to release energy.
(A). carbohydrates. (B). digestive system (C) respiration. (D) oxygenation
(2). We have _______ major stages of respiration.
(A) 4. (B) 3. (C) 2. (D) 1
(3). ________ involves the exchange of gases (oxygen and carbon dioxide) between animals and
environment through the lungs.
(A) internal respiration. (B) external respiration (C) digestion (D) respiration
(4). All the following are organs of respiratory system except ________.
(A). Pharynx (B) lungs (C) bronchi (D) gallbladder
(5). ____________ is the breaking down of food substances into simpler absorbable assimilable
form.
(A) digestion (B) respiration. (C) circulation. (D). Oxygenation
(6). Digestion starts from the ___________.
(A). Stomach. (B). Mouth. (C). Small intestine. (D). Head.
(7). One of the following is a digestive organ _________.
(A). mouth. (B). pharynx (C). bronchi. (D). lungs.
(8). The large intestine is where water and _______ is absorbed.
(A). salt (B). water (C). Stomach. (D). None of the above

3
(9). The end products of carbohydrates are ______.
(A). Amino acid. (B). Glycerol. (C). Fatty acid. (D). Glucose.
(10). Which organ is responsible for secreting the bile duct?
(A). Gallbladder. (B). Liver. (C). Kidney. (D). Pancreas.
(11). The two digestive organs that helps in production of digestive juices are ________.
(A). Liver and bile. (B). Liver and pancreas. (C). Illume and mouth. (D). Pancreas and mouth
(12). Ptyalin is the digestive enzymes found in the ______.
(A). Mouth. (B). Stomach. (C). Small intestine. (D). Large intestine
(13). What are the functions of the respiratory system?
(A) Support and balance (B) Breathing and cellular respiration (B) Growth and development (D)
Response and breathing.
(14). ______________is the device that makes our work to be easier.
(A). Machines. (B). Television. (C). Motorcycle. (D). Remote.
(15). The following are examples of simple machine except ___________.
(A). Wheelbarrow. (B). Plier. (C). Radio. (D). Fishing hooks.
(16). ________ and _______ are examples of simple machines.
(A). Livers and radio. (B). Radio and television. (C). Axe and television. (D). Livers and axe
(17). Pulleys and axle are types of ________.
(A). Simple machines. (B). Lever. (C). Scissors. (D). But crackers
(18). One of the following is an example of first-class lever.
(A). Scissors. (B). wheelbarrow. (C). Fishing hook. (D). Nutcracker.
(19). Second class lever include nutcracker and ____________.
(A). Wheelbarrow. (B). Plier. (C). Hockey stick. (D). Scissors.
(20). One of the following is a third-class lever except
(A) Hammer (B) wheel barrow (C) scissors (D) stapler

4
 APPENDIX C

MARKING SCHEME FOR PRETEST AND POST TEST IN TREATMENT AND

CONTROL GROUPS

Answers for Multiple Choice Objective Questions

1. c
2. c
3. b
4. d
5. a
6. b
7. a
8. a
9. d
10. a
11. b
12. a
13. b
14. a
15. c
16. d
17. a
18. a
19. a
20. a

5
 APPENDIX D1

LESSON PLAN FOR EXPERIMENTAL GROUP

LESSON 1

Week One

Class JS II

Average age 13years

Duration 45 minutes

Sex Males and Females

Methodology Computer Animation Strategy

Subject Basic Science

Topic Respiratory system

Instructional materials: Computer, projector, and Animated package of respiratory

system.

Behavioral objectives: At the end of the lesson students should be able to:

a) define the terms respiration .

b) mention two stages of respiration

c) identify different part of respiratory system

Previous knowledge Students were aware of the organs that are responsible for smelling

and breathe in and out.

Introduction The teacher introduces the lesson by asking the student

To breath in and out.

6
Presentation The teacher presents his lesson through the following steps.

Step 1 The teacher project the definition of respiration using power

point. Example respiration is the breaking down of food substances

to release energy.

Step 2 The teacher projects two major stages of respiration namely

external and internal respiration using Animated package. Such as,

External respiration involves taking in of oxygen and the sending

out of carbon dioxide and other waste gases. It takes place in lung.

While internal respiration it is the process of releasing energy from

some digested food that leads to the release of carbon dioxide inside

the body cells.

Step 3 The teacher further explains the respiratory organs showing them

on the animated package which is showing different part of the

human respiratory system and allow students to carefully observe

the animation and comment on the features observed in their

computers. The teacher interacts with students and explains that

the features observed and how air is being breath in and out

through the different part of human respiratory organs. Some of

this part includes nose, larynx, trachea, bronchioles etc. The

7
 teacher Interacts with students and explains that the feature

observed is human respiratory system.

Evaluation The teacher evaluates his lesson by allowing students to

respond to few questions in the computer and answer them

immediately. These questions are:

I. what is respiration

ii. what are the organs responsible for respiration.

iii. what are the two stages of respiration

Conclusion: The teacher concludes the lesson by summarizing the entire lesson,

and explain some area of difficulties observed during evaluation.

Student's Activities: Students note down some notes and draw where

necessary.

8
 APPENDIX D2

LESSON PLAN FOR EXPERIMENTAL GROUP

LESSON TWO

Week: Two

Class: JSSII

Average age: 13years to 16 years

Duration: 45minutes

Sex: Males and Females

Methodology: computer animation strategy

Subject: Basic Science

Topic: Digestive system

Instructional materials: Computer, projector, and Animated package of respiratory

system.

Behavioral objectives: At the end of the lesson students should be able to:

a) Understand the processes of digestion

b) Define the term digestion.

c) Mention the parts of the digestive system and the

enzymes involved.

Previous knowledge: Teacher asks the students some questions as

regard to the previous topic.

Introduction: The teacher introduces the lesson by shearing biscuits to

9
 the students for them to chew and swallow it and

therefore

explaining the mechanisms involved.

Presentation: The teacher presents his lesson through the

following steps.

Step1: The teacher project the definition of digestion.

Example digestion is the breaking down of large food

substances into simple absorbable assimilable form.

Step 2: The teacher points out the major stages of digestion and

the activities involved at the screen of the projector and

the various computers, Example digestion of food starts

from

the mouth to the gullet down to the stomach and to the small

intestine down to the large intestine and out of the body

through the anus.

Step 3: The teacher points out to the students the major

sites of the digestive enzymes in the body on the projector

example. Enzyme ptyalin in the mouth, lipase in the

stomach.

Evaluation: The teacher evaluates the students by asking the

following questions:

1) Define digestion?

2) What are the organs/parts of digestion?

10
 3) List the digestive enzymes and their sites?

Conclusion: The teacher concludes the lesson by summarizing the

entire lesson, and explain some area of difficulties

observed during evaluation.

Student's Activities: Students note down some notes and draw where

necessary.

APPENDIX D3

LESSON PLAN FOR EXPERIMENTAL GROUP

LESSON THREE

Week: Three

Class: JSSII

Average age: 13years to 16 years

Duration: 45minutes

Sex: Males and Females

Methodology: computer animation strategy

Subject: Basic Science

Topic: Simple Machine

Instructional materials: Computer, projector, and Animated package of respiratory

system.

Behavioral objectives: At the end of the lesson students should be able to:

a) Define Simple Machine

b) List the simple machines used at home

11
 c) List the types of simple machine

Previous knowledge: Teacher asks the students to:

i) define digestion

ii) list out the organs of digestion

Introduction: The teacher introduces the lesson to the students

by listing to them the simple machines we use at

our homes.

Presentation: The teachers presents the lesson through the following steps.

Step1: The teacher project the definition of a simple

machine. Example a simple machine is any device that

makes our work to be easier and faster.

Step 2: The teacher points out the major examples of the simple

machine used at our various homes screen of the

television, Examples; scissors, pliers, but crackers,

wheel Barrow, fishing hooks.

Step 3: The teacher lists out to the students the types of

simple machines to the students. Examples; lever,

pulley, axe and axle.

Evaluation: The teacher evaluates the students by asking the

following questions:

1) Define simple machine

2) List out some simple machines we uses at homes.

3) list out the types of simple machine

12
Conclusion: The teacher concludes the lesson by summarizing the

entire lesson, and explain some area of difficulties

observed during evaluation.

Student's Activities: Students note down some notes and draw where

necessary.

APPENDIX D4

LESSON PLAN FOR EXPERIMENTAL GROUP

LESSON FOUR

Week: Four

Class: JSSII

Average age: 13years to 16 years

Duration: 45minutes

Sex: Males and Females

Methodology: computer animation strategy

Subject: Basic Science

Topic: Simple Machine (Lever)

Instructional materials: Computer, projector, and Animated package of respiratory

system.

Behavioral objectives: At the end of the lesson students should be able to:

a) Define a lever

b) List the examples of the lever.

13
 c) List the parts of the lever

d) Define the three classes of the lever with their

examples

Previous knowledge: The Teacher asks the students to list the simple

machine they know as regard to the previous

class.

Introduction: The teacher introduces the lesson by listing to

the students most of the simple machine (levers)

we use at our homes.

Presentation: The teachers presents his lesson through the

following steps.

Step1: The teacher project the definition of a lever

Example a lever is a simple machine

in which force is applied at one end so as to

overcome load at another end.

Step 2: The teacher points out the major parts of the lever at

the

screen of the projector, Example; the effort: point

where force is been applied, the load: point where

force is been overcome, fulcrum: the turning point.

Step 3: The teacher lists out to the students the three classes

of the lever with their examples as shown at television

screen, example; the first-class lever

14
 (scissors, pliers), second class lever

(wheel barrow, nutcracker), third class lever

(fishing hook, hockey stick).

Evaluation: The teacher evaluates the students by asking the

following questions:

1) Define a lever?

2) What are the parts of the lever?

3) define the three classes of the lever and

Examples of each?

Conclusion: The teacher concludes the lesson by summarizing the

entire lesson, and explain some area of difficulties

observed during evaluation.

Student's Activities: Students note down some notes and draw where

necessary.

15
 APPENDIX E1

LESSON PLAN FOR CONTROL GROUP

Lesson 1

Week 1

Week One

Class JSSII

Sex Male and female

Average age 13years

Duration 45 minutes

Methodology Lecture method

Subject Basic Science

Topic Respiratory system

Instructional materials Chalk, chalkboard, chart on part of human respiratory system

Behavioral Objectives: At the end of the lesson students should be to:

a) Define respiration

16
 b) Describe parts of the human respiratory system .

c) distinguish between the two major stages of respiration.

Previous Knowledge: Students were aware of the organ that is responsible for smelling

and the air we breathe in and out.

Introduction: The teacher introduces the lesson by asking the student what

happen when someone blocked your nose.

Presentation: The teacher presents his lesson under the followings:

Step 1: The teacher explains respiratory system and parts of respiratory

system.

Respiration is the process by which food substances are broken

down in our body to release the energy. Respiration takes place in

two major stages namely: External respiration and Internal

respiration.

Step 2 : The teacher explains two major stages of respiration namely

external and internal respiration.

External respiration involves taking in of oxygen and the out of

carbon dioxide and other waste gases. It takes place in lung. While

internal respiration it is the process of releasing energy from some

digested food that leads to the release of carbon dioxide inside the

body cells.

Step 3 : The teacher explains different part of the human respiratory system

and allows students to carefully observe the chart of respiratory

17
 system. Some of this part includes nose, larynx, trachea,

bronchioles etc.

Evaluation: The teacher asks students questions. These are:

I. what is respiration

ii. what are the organs responsible for respiration

Conclusion The teacher concludes the lesson by summarizing the

entire lesson, and explaining some of difficult and observed during evaluation.

APPENDIX E2

LESSON FOR CONTROL GROUP

LESSON TWO

Week: Two

Class: JSSII

Average age: 13years to 16 years

Duration: 45minutes

Sex: Males and Females

Methodology: Lecture Method

Subject: Basic Science

Topic: Digestive system

Instructional materials: Chalk, chalk board, lesson note.

Behavioral objectives: At the end of the lesson students should be able to:

a) Understand the processes of digestion

18
 b) Define the term digestion.

c) Mention the parts of the digestive system

d) List the types of digestive enzymes and the processes

involved.

Previous knowledge: Teacher asks the students some questions as

regard to the previous topic.

Introduction: The teacher introduces the lesson by shearing

biscuits to the students to chew and swallow

so as to be able to explain the concept of digestion.

Presentation: The teachers presents the lesson by defining

process of digestion for the students as follow

Step1: Digestion is the process by which of large food

Substances are broken down into simpler,

absorbable and assimilable form.

Step 2: The teacher reads out the major stages of digestion and

the activities involved the students as follows:

Digestion of food starts from the mouth and to the

gullet down to the stomach and to the small intestine

down to the large intestine and out of the body

through the anus.

Step 3: The teacher explains to the students the major sites

of the digestive enzymes in the body for example.

19
 Enzyme ptyalin in the mouth, lipase in the stomach.

Evaluation: The teacher evaluates the students by asking the

following questions:

1) Define digestion?

2) What are the organs/parts of digestion?

3) List the digestive enzymes and their sites?

Conclusion: The teacher concludes the lesson by summarizing the

entire lesson, and explain some area of difficulties

observed during evaluation.

Student's Activities: Students note down some things and draw where

necessary.

20
 APPENDIX E3

LESSON PLAN FOR CONTROL GROUP

LESSON THREE

Week: Three

Class: JSSII

Average age: 13years to 16 years

Duration: 45minutes

Sex: Males and Females

Methodology: Lecture method

Subject: Basic Science

Topic: Simple Machine

21
Instructional materials: Chalk, chalkboard, Lecture note

Behavioral objectives: At the end of the lesson students should be able to:

a) Define Simple Machine

b) List the simple machines used at home

c) List the types of simple machine

Previous knowledge: Teacher asks the students to:

i) define digestion

ii) list out the organs of digestion

Introduction: The teacher introduces the lesson by to listing to

the students most of the simple machines we use

at our homes.

Presentation: The teachers presents lesson based on the

following steps.

Step1: The teacher defines simple machine as any

device that makes our work to be easier and faster.

Step 2: The teacher lists out the major examples of the simple

machine used at our various homes as: scissors, pliers,

Nutcracker, Wheel Barrow, Fishing hooks.

Step 3: The teacher lists out to the students the types of

simple machines to the students as: lever, pulley, axe

and axle.

Evaluation: The teacher evaluates the students by asking them

following question

22
 1) Define simple machine

2) What are simple machine used at our various

homes?

3) list out the types of simple machine

Conclusion: The teacher concludes the lesson by summarizing the

entire lesson, and explain some area of difficulties

observed during evaluation.

Student's Activities: Students note down some notes and draw where

necessary.

APPENDIX E4

LESSON PLAN FOR CONTROL GROUP

LESSON FOUR

Week: Four

Class: JSSII

Average age: 13years to 16 years

Duration: 45minutes

Sex: Males and Females

Methodology: Lecture method

Subject: Basic Science

Topic: Simple Machine (Lever)

Instructional materials: Chalk, Chalkboard, Lesson note

Behavioral objectives: At the end of the lesson students should be able to:

23
 a) Define a lever

b) List the examples of the lever.

c) List the parts of the lever

d) Define the three classes of the lever and

examples of each.

Previous knowledge: Teacher asks the students to list the simple

machine they know as regard to the previous

class.

Introduction: The teacher introduces the lesson by listing to

the students most of the simple machine (levers)

we use at our homes.

Presentation: The teachers presents the lesson to the students

through the following steps.

Step1: The teacher defines the lever a s a simple machine

in which force is applied at one end so as to

overcome load at another end.

Step 2: The teacher lists out and explain the major parts of the

lever for the students as follows:

Effort: the point where force is been applied.

Load: point where force is been overcome.

Fulcrum: the turning point.

Step 3: The teacher lists out to the students the three classes

of the lever with their examples as follows:

24
 The first-class lever (scissors, pliers)

The second-class lever (wheel barrow, nutcracker).

The third-class lever (fishing hook, hockey stick)

Evaluation: The teacher evaluates the students by asking the

following questions:

1) Define a lever?

2) What are the parts of the lever?

Conclusion: The teacher concludes the lesson by summarizing the

entire lesson, and explain some area of difficulties

observed during evaluation.

Student's Activities: Students note down some notes and draw where

necessary.

25
 APPENDIX F

Table 3: Table of specifications for BSAT

Content Knowledge Comprehensive Application Analysis Synthesis Evaluation Total

50% 40% 10% % % % 100%

Respiratory 2 1 1 - - - 4

system

Digestive 4 5 - - - - 9

system

Simple 5 2 - - - - 7

machines

Total 11 8 1 - - - 20

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