Effect of bottlegourd seedcoating with antagonists on seedlings, quantum of the pathogen inside the seedlings and population of the soil againstFusarium oxysporum
Bottlegourd seedlings raised from antagonists coated seeds did not show any wilting symptoms and remained completely healthy. The pathogen quantum inside the host tissue was found least. The pathogen propagules per gram of host tissue were restricted and the soil population of theFusarium oxysporum was reduced very much in antagonists introduced soil.
SOME RELATIONSHIP BETWEEN PLANT NUTRITION, FUNGAL POPULATIONS, AND INCIDENCE OF FUSARIUM WILT OF MUSKMELON.
The rate of muskmelon wilt was shown to be a function of the amount of nitrogen available to and absorbed by the plant. Since NH4NO3 nitrogen did not increase the size of the soil population of eit...
Cognitive Correlaretes of Physics Achievement of Some Nigeria Senior Secondary Students
Some cognitive correlates of physics achievement of some Nigeria senior secondary students were considered in the study. Specifically, the study examined the relationship between measures of student’s field independency. Cognitive tasks, formal reasoning and their achievement in physics. Purposive and stratified random sampling techniques were employed to obtain a sample of 524 senior secondary two students from six education zones in Kogi State of Nigeria. Three instruments were used. They are science Reasoning Tasks (SRTs). Group Embedded Figures Test (GEFT) and Physics Achievement Test (PAT). Data analysis using multiple regressions reveals that measures of students’ fields’ independency and cognitive tasks predicted student’s achievement in physics generally. However, only measure of field independency predicted students’ achievement in physics in the higher order cognitive demand questions. Measures of formal reasoning had no significant relationship with students’ achievements in physics generally or in higher order cognitive demand questions in physics. However, the overall relationships between measures of field independency, cognitive tasks, formal reasoning and students’ achievement in physics generally and in higher order cognitive demand questions in physics were both significant. Educational implications of these findings were discussed.