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There is a global need to implement modern educational pedagogies. For developing nations, class size, utilities infrastructure, and a deeply entrenched lecture-based teaching paradigm are additional challenges. Our fundamental hypotheses are that classroom logistics in a transport class can be modified to use a novel pedagogy incorporating a Desktop Learning Module (DLM) for effective Hands-on Active Learning (HAL) in a developing nation and that enhanced learning will take place. HAL was compared to Lecture in a 127-student, 300-level Chemical Engineering (CHEN) class and assessed through multiple-choice quizzes and survey questions based on the Seven Principles for Good Practice. Follow-up faculty interviews were conducted to explore additional impact related to the introduction of HAL. For side-by-side comparison of the two pedagogies the class was split into two groups. These studies revealed there was significant but equal improvement in conceptual understanding for both the HAL (n = 59) and Lecture (n = 68) groups. However, surveys reveal HAL is in better alignment with Principles for Good Practice in undergraduate education. Faculty interviews add supportive evidence that students who experience the new pedagogy do better than those who do not. There is also an apparent spread effect suggesting that the introduction of cooperative learning strategies influenced faculty teaching and student learning behaviors. Also, the DLM device has features that encourage its adoption such as fast response, portability, and suitability for interfacing with a student group. The introduction of HAL pedagogy has important implications and holds strong promise in challenged learning environments as found in Nigeria. The DLM is found to be well suited for this environment. [ABSTRACT FROM AUTHOR]

Background: Most schools in Ibadan, Nigeria, are located near major roads (mobile line sources). We conducted an initial assessment of noise levels and adverse noise-related health and learning effects.Methods: For this descriptive, cross-sectional study, four schools were selected randomly from eight participating in overall project. We administered 200 questionnaires, 50 per school, assessing health and learning-related outcomes. Noise levels (A-weighted decibels, dBA) were measured with calibrated sound level meters. Traffic density was assessed for school with the highest measured dBA. Observational checklists assessed noise control parameters and building physical attributes.Results: Short-term, cross-sectional school-day noise levels ranged 68.3-84.7 dBA. Over 60% of respondents reported that vehicular traffic was major source of noise, and over 70% complained being disturbed by noise. Three schools reported tiredness, and one school lack of concentration, as the most prevalent noise-related health problems.Conclusion: Secondary school occupants in Ibadan, Nigeria were potentially affected by exposure to noise from mobile line sources. [ABSTRACT FROM AUTHOR]