The Level of Social and Academic Adjustment among Syrian Refugee Students in Jordan and its Relation with Underachievement students

Research on the level of social and academic adjustment and the ties between both Syrian refugee students in Jordan is still insufficient due to the lack of research and interest among academics and researchers. This is happening even though the rise of refugees has impacted students from the Syrian Refugee Education Center SREC in Jordan in the last five years. Therefore, the current study examines the connection between social adjustment and academic adjustment among Syrian refugee students in SREC in Jordan. A total of 108 SREC-contained students from one school were studied. The results of the study showed that social adjustment is poor (52%) and academic adjustment is small (67 %). Furthermore, there is a statistically important negative association (-0.522) between the overall social adaptation and the total academic transition. In this report, the findings, shortcomings, and recommendations were also addressed.

Introduction
Since 2011, the number of Syrian refugees in Jordan was increased; This is due to the relatively peaceful existence of Jordan in the Arab region. Many studies, such as Gharaebah, show that (2014), Syrian refugee students in Jordan are faced social and academic adjustment problems. Furthermore, many studies have illustrated that social and academic adjustment problems are the major reasons for underachievement among students (Ashour, et al., 2010;Lazarus & Folkman, 1984;Lee & Chen, 2000;Olimat, et al., 2013).
Moreover, Olimat et al. (2013); Tomul and Savasci (2013) confirms that student academic performance is connected to many issues such as socio-economic characteristics, student disparity and student capital.
In this context, the impact on academic and social performance among students is expressed in the results of the educational process on academic and social aspects.
The studies of Al-Mseidin, Omar-Fauzee, & Kaur (2017b); Ashour, et al. (2010); Lee and Chen (2000); Olimat, Saaida, and Alzyadat (2013) were shown when students suffer from the low level of social and academic adjustment, and this problem leads to be underachievers at the next educational stages. Besides, the researchers explained that the levels of social and academic adjustment are related to academic performance.
However, the extent of social adjustment and academic adjustment among Syrian refugee students in Jordan is not discussed. Furthermore the relationship between social and academic transition and underperformance. Thus, the aims of this paper are to (i) investigate the level of social and academic adjustment among Syrian refugee students; (ii) examine the relationship between the level of social and academic adjustment and underachievement.

Social Adjustment
According to Cook (1990), Social adjustment refers to the nature of the relationship between student and his family, friends and school staff. Moreover, social adjustment at school means full compliance with the rules and procedures at the school (Cook, 1990).
There are four factors help students to increase the low level of social adjustment: the first one is personal and psychological needs should be satiated among students, the second one is knowing and accepting the self, the third one is the individual's abilities and skills to achieve the basic needs, and the last one is the ability to flexible response to external influences (Habit, 2003).
Further, Levine and Levine (1996) identified four aspects of social adjustment are: social integration, competence, social responsibility, and personal development. Furthermore, they found that the most difficult aspect was social integration for primary and secondary school students. The teachers at primary and high schools contribute a major role in the adjustment the students (Levine & Levine, 1996).
According to Polloway, et al. (1994), students spend most of their day in school, and the crucial element in social adjustment is considered their behaviour in school. Furthermore, the school is contributed to develop the formative relationships with peers and adults. As that, the learning tasks of students and the others around them can be bothered by unsuitable behaviour at school (Polloway, et al., 1994).

Academic Adjustment
Academic adjustment defines as "having a positive attitude toward setting academic goals, completing academic requirements, the effectiveness of the efforts to meet academic goals, and being successful in the academic environment" (Baker & Syrik, 1999). As pointed out by Baker & Syrik (1999) that academic adjustment refers to a clear sense to aims and learning motivation and meet academic demands are considered an essential and necessary to achieve a high level of academic adjustment.
As pointed out by Gerdes and Mallinckrodt (1994), they outline the concept of academic adjustment to four aspects: learning motivation, satisfaction from the academic environment, a sense of purposefulness and action to comply with academic demands. Moreover, they identified that the fourth aspects require to develop some of the practical skills such as learning skills, writing and summarising, thinking and memorising, submitting homework and schoolwork, time management and exams. (Gerdes & Mallinckrodt, 1994;Zeidner, 1992).
According to Russell and Petrie (1992), there are three primary aspects of academic adjustment: the first one is forecasting for academic adjustment this aspect involve to three basic factors: society factors such as family variables and social support, academic factors such as study skills and academic motivation, and personality factors such as self-esteem and locus of control. The second primary aspect is educational outcomes related to academic adjustment; this related to the three essential factors in the first aspect. The last one is the Intervention, applying and treatment; here, we should treat the low level of academic adjustment through counselling programs and psychological interventions to improve the low level of academic adjustment. These interventions and programs are carried out through individual counselling, group counselling and school programs by the counsellor (Russell and Petrie, 1992).

Research Methodology The Population and Sampling of the Study
This research is a cross-sectional study to study the relationship between the students of social and academic adjustment and the underperformance of the Syrian refugee.
The population of the present study was all Underachievement Syrian refugee students from Syrian Refugees Education Centres in Jordan. Furthermore, a sample of 108 Syrian refugee students were chosen none randomly from two schools (Hend Bint Omyyah for female and Talhah Bin ObedEllah for male) in Amman City in Jordan. Next table illustrates the demographics of sampling.

Instrumentations
The researcher used two instruments to perform the current study: Social Adjustment Scale and Academic Adjustment Scale. (2008) produced a scale of 33 items. The size of the study was also divided into three dimensions: the teenagerschool environment, the teenagefamily relationship and the teenagegroup relationship. The scale has been calculated on a Likert scale of five points: always, sometimes, occasionally, never seldom.

Social Adjustment Scale: Fudah
According to Fudah (2008), the minimum score of scale is 33, and the maximum is 165. Furthermore, the final results of the scale are into three results categories: Low= under 77, Medium= 77-121, And High= more 122.
Al-Mseidin et al., (2017a) extracted the reliability to social adjustment scale through the results of Cronbach's alpha, where 54 students were received the scale from the same school. Next table illustrates the results of Cronbach's alpha with an acceptable value (0.79).

Procedure
The researchers have chosen two schools that have Syrian Refugees Education Centres randomly in Amman city (Hend Bint Omyyah and Talhah Bin ObedEllah) to participate in the present study. Then, the researchers obtained approval from these schools to conduct the present study.
Furthermore, the researchers explained to students the objectives of the present study. Moreover, they provided the instructions to fill out the scales. Moreover, the students were informed who do not want to participate for any reasons were free to opt-out from the study by the researchers. In addition, the scales need 15-minutes to complete.

Data Analysis
The objective of this study was I to explore the relationship between Syrian students' social adjustment and under-performance (ii) to explore the relationship between Syrian students at Amman Region, Jordan. The data were analyzed using the percentage of responses and Spearman correlation for this reason.

The Level of Social and Academic Adjustment
The results of the general evaluation of the level of social adjustment were as a follow the high level (15%), medium level (33%) and low (52%), as shown in the next Figure: The results of the general evaluation of the level of academic adjustment were as a follow: the high level (9%), medium level (24%) and low (67%), as shown in the next Figure:

The Comparison based on levels of social adjustment and underachievement students
To evaluate the relationship between the level of social adjustments and underachievement students, the researchers used Spearman correlation. A strong negative correlation was found between the social scores of underachievement students (Spearman rho coefficient = -0.522, p<0.001), i.e. decrease in social adjustment with the reduction of underachievement. Table 4. The correlation coefficient between social adjustment and underachievement students.

Spearman's rho social overall score P-value (2tailed) Correlation Coefficient
Underachievem ent -.522 ** <0.001 The Comparison based on levels of academic adjustment and underachievement students To evaluate the relationship between the level of academic adjustments and underachievement students, the researchers used Spearman correlation. A strong negative correlation was found between the social scores of underachievement students (Spearman rho coefficient = -0.564, p<0.001), i.e. decrease in academic adjustment with the decline in underachievement.

Discussions
This section discusses the results of the present study related to social adjustment and academic adjustment. Further, the correlation between social adjustment and underachievement students, additionally, between academic adjustment and underachievement students through analyses of the results.
Next table shows the percentage of the level of social adjustment among Syrian refugee students in Jordan. The results show that the level of social adjustment among Syrian Refugee Students in Jordan is low level (52%), Medium level (33%) and High level (15%). This result conforms to the previous studies (e.g. Deveci, 2012;Gharaebah, 2014;Hanoun, 2001) where was shown a low or medium level of social adjustment among students. The results of the current study were because of lack of psychological and counselling support at school that contains a Syrian Refugee Education Centre (SREC), it is supposed at this centres that provide a type of counselling program which it helps refugee students to overcome and improve the low level of social adjustment. Other reason which refers to different cultures between Syrian and Jordanian students this reason leads to decrease the level of social adjustment where the different cultures which include thinking, customs and traditions cause the low level of social adjustment among Syrian refugee students.
The last reason which could affect the low level of social adjustment, this reason relates to the challenges that could face the refugee students such as life's pressures and adaptive impediments, this challenges will affect to decrease the level of social adjustment among Syrian refugee students. Next table illustrates the percentage of academic adjustment among Syrian refugee students. There are a lack of studies that addressed academic adjustment among Syrian refugee students, because of that, the researchers dependent on the studies that are near to the present study.
The results show a low level of academic adjustment among students of Syrian refugees (67%). This finding is consistent with previous studies (Abu Leil, 2011;Nassar, 2010).
In the current study, the researchers attribute the reasons for the low level of academic adjustment because of adaptive pressures and problems which Syrian refugee students were faced because of the different environment in which they live. Besides, the researchers confirm that this problem was found because the lack of psychological and counselling support at school that contains a Syrian Refugee Education Centre (SREC), it is supposed at this centres that provide a type of counselling program which it helps refugee students to overcome and improve the low level of academic adjustment.
We believed that Syrian refugee students were faced a lot of problems because of the Syrian war, which led to leaving their country and looking for a safe country. Therefore, it is reasonable to have a drop in the level of academic adjustment among Syrian refugee students. This reason is considered a major reason for the low level of academic adjustment.
The results of the relationship between social and academic adjustment in the table (3), based on levels of social and academic adjustment, show that the total score of social adjustment and the overall score of academic adjustment among Syrian refugee students in Jordan have a strong negative association with a coefficient of social and academic adjustment (-.564).
Family instability is responsible for the negative relationship between social adjustment and academic adjustment because the family resides violently in another country. This aspect is then negatively expressed in his thought and actions in the academic field. This limits her adaptability, which is negatively reflected in her academic achievement. In addition, a low level of social skills affects trust between students, leading to underperformance among students. A low level of social skills thus prevents students from gaining the confidence and encouragement that impacts on academic performance.
Accordingly, the findings of this research on a negative relationship between social adjustment and academic adjustment indicate that the reasons for the negative association between social and academic adjustment are as follows: (i) poor social capacities (ii) family dysfunction.

Limitation
The main issue faced in this study is that more schools could not be surveyed because of logistics limitations. Therefore, the number of schools surveyed which contain Syrian Refugee Education Centre SREC were limited to just one school in Amman City, Jordan. Another study should focus on more schools in order to generalise the findings.

Suggestion and Future Investigation
The researcher proposed that a supervisory committee be set up with UNHCR in the Jordanian Ministry of Education to monitor and assess the level of adjustment in society and academia among Syrian refugee students, as well as increase the low levels of social and academic adjustment through therapy and interventions. Qualitative research and experimental studies should, therefore, be conducted over a period of time to achieve better results among Syrian refugee students in the SREC. Increase in the levels of social and academic adjustment should be tackled through experimental studies that explore approaches based on primary school therapy theories to solve this issue.
Moreover, the current survey only included students of Syrian refugees from one SREC, while another analysis might concentrate on multi-SREC to generalize results.


Need of chemistry book developed by 4S TMD models on hydrocarbon to increase knowledge building environment eleven-grade students

In this article, we explain the needs of chemistry book developed by 4S TMD models on hydrocarbon to increase knowledge building environment eleven-grade students. The Knowledge Building Environment has built students’ knowledge so that when implemented in teaching materials it can support the development of ideas for students but there are still no teaching materials based on the knowledge building environment. We use qualitative descriptive research. Data collection instruments used were structured questions and interviews. This study was conducted at senior high schools and vocational high schools with chemistry teachers. The teacher’s structure question responses were analyzed descriptively for each item. Based on the results of interviews with chemistry teachers teaching materials in the form of the textbook are still a top priority as a learning resource. School facilities have not supported the use of electronic-based teaching materials due to the unavailability of sufficient projectors for, there are no internet facilities, the textbook is the perfect solution. The results of this study are the basis for us in developing chemistry book by 4S TMD models on hydrocarbon to increase knowledge building environment eleven-grade students that can be used in chemistry learning and teaching in upper high schools.

Introduction
Teaching materials can improve students' knowledge building and increase knowledge about the subject matter. Teaching materials are expected to make students master KI, KD, indicators of achievement of learning outcomes, subject matter and learning experience [1,2]. The problem that is often faced by students is the difficulty of understanding the chemical material contained in teaching materials [3]. Ferreira et al state that learning science must emphasize the acquisition of information by students and emphasize more on understanding the use of knowledge and ideas in the subject matter [4]. Research shows that Malaysian students for 12 years have a limited understanding of chemistry because there are no teaching materials that can explain abstract chemical material to be real [5]. KBE has built students 'knowledge so that when implemented in teaching materials can support the development of students' knowledge [6]. Teaching materials that are integrated with the KBE have not been too much so that researchers feel the need to develop teaching materials integrated with the KBE. Teaching materials are an important component in learning systems that are considered to have a role in helping students achieve indicators in basic competencies [7,8]. Thus, teaching materials are one source of learning that strongly supports the learning objectives of students. Chemical books remain a good solution for schools that do not have internet facilities, adequate projectors and quite a lot of computers. Although e-learning teaching materials have been widely used today, printed textbooks remain a reliable choice for teachers in schools. In chemical teaching materials in the form of chemistry books, there are symbols, images, diagrams [9,10]. Chemistry books are very important in teaching chemistry because there are several representations that can help students understand chemical material [11,12]. The material available in teaching materials can be analogies, diagrams, symbols, and images that can enhance students' conceptual knowledge [13][14][15]. Teaching materials that use material explanations using analogies can solve students' conceptual problems [16][17][18].
Teaching material is a material that is structured and systematically arranged, explains the learning objectives to be achieved, motivates students to learn, provides tutoring, gives adequate training, provides summaries, is oriented to individual learners [19,20]. Teaching materials are expected to make students master KI, KD, indicators of achievement of learning outcomes, subject matter and a learning experience [1,21]. The four stages of processing teaching materials are the process of selection, structuring, characterization, and reduction-didactic [22]. The first steps are the selection stage that analyzes the chemistry subject curriculum to review core competencies and basic competencies. The structuring phase is to collect and select information by creating concept maps, creating macro structures and making multiple representations [23]. The characterization stage is the stage for developing characterization instruments in an effort to identify difficult concepts using characterization instruments for teaching materials. The didactic reduction stage is the stage to reduce the difficulty level of teaching materials so that instructional materials are easier for students understanding [24]. 4S TMD was chosen as a method of processing teaching materials because with 4S TMD it will produce teaching materials that are appropriate to the cognitive development of students [25]. The stages in 4S TMD integrate the values that can be obtained by students when interacting with teaching materials.
KBE is an environmental-based theory pioneered by Carl Bereiter and Marlene Scardamalia to build knowledge about the surrounding environment. KBE contains values that can build knowledge through the environment related to teaching material [26]. Students can have and display the value of KBE's knowledge building environment, namely: attentiveness, careness, courisity, critical, moderation, respect for the environment, respect for health and wisdom. The results of the study indicate that important aspects of the development of chemical modules are claimed to be more easily understood by students than many topics found in standard secondary school texts [27]. Based on this, it is necessary to have a chemical teaching material that is made by paying attention to various aspects including phenomena relating to everyday life and having values or skills. Teaching materials make a significant contribution to students' understanding of chemistry from print media to digital devices [28].

Methods
This research is based on a qualitative descriptive study. Qualitative descriptive method is a method for discussing the phenomenon that will be discussed in full [29,30]. The subjects of this study were 22 chemistry teachers spread across 4 middle schools and 5 vocational high schools in West Java, Indonesia. This study uses a question instrument that has been validated by experts and interviews related to chemistry teachers' perceptions about chemistry books developed with 4S TMD to develop KBE. The teacher's answers will then be analyzed descriptively on each question. Researchers collected data through interviews with teachers regarding teaching materials and learning methods commonly used on hydrocarbon materials and KBE values known to teachers. Next, the researchers analyzed and drew conclusions related to the book of hydrocarbon chemistry to develop KBE using the 4S TMD method which was suitable for use in high school teaching.

Results and Discussion
We have distributed structural questions to twenty-two chemistry teachers in West Java in 4 senior high schools and 5 vocational high schools. Structural questions consist of questions related to teaching materials that will be developed by researchers, then researchers analyze the results of answers from the teacher. Based on the analysis of textbooks available in the library and from publishers. The teacher's answer is shown in Figure 1.   The teacher believes that teaching materials that can increase student interest and motivation in learning are interactive teaching materials that can display phenomena in everyday life so that it can trigger students' curiosity according to figure 4. So the teacher hopes to find a chemistry book that is equipped with several representations so that students more easily understand chemistry according to figure 5.  Good teaching materials can make students master the material correctly. The values of Knowledge Building Environment [KBE] are attentiveness, careness, curiosity, critical, moderation, respect for environment, respect for health and wisdom [26]. The characterization stage to determine the characteristics of teaching materials that have been made if it is not as expected so it is necessary to improve teaching materials that are at the next stage. The didactic reduction phase aims to reduce difficulties, reduce misconceptions and make teaching materials easy to understand for students.
The stages that need to be carried out are curriculum analysis to the final stage of the due diligence which is integrated with each other and supports each other. After going through each stage to develop teaching materials, later can produce teaching materials that have good quality so that it can increase the acquisition of knowledge for students.
In the teacher's view of the chemistry book developed with 4S TMD on hydrocarbon material to develop KBE, 22 teachers from 4 Senior High Schools and 5 Vocational High Schools teachers, all teachers consulted had a good view of the use of chemistry books. Based on the views of teachers, chemistry books are a source of learning which is still a top priority. School facilities do not yet support the use of electronic-based teaching materials because there are not enough projectors available for each class, there are no internet facilities so chemical books are the right solution. With chemistry books, students can learn according to student needs so that learning is more directed by providing broader information for students [31,32].
Chemistry books developed with 4S TMD on hydrocarbon materials to develop KBE can build student knowledge [6]. So, the chemistry book can support the development of ideas for students. The developed chemistry book is expected to be able to direct students to get knowledge about hydrocarbon material correctly through the values contained in KBE. According to the teacher, chemistry books with various facilities and completeness are very helpful to find learning resources with the complete subject matter. The interaction between teacher and students is very important in the learning process that can improve students' understanding [11,33]. Students sometimes have difficulty in imagining a concept of subject matter so students cannot understand the material as a whole [34][35][36]. Educators do not need to worry about providing material that is misconception because teaching materials using chemical books developed with 4S TMD to develop the knowledge building environment have been validated by experts and have gone through didactic reduction stages, so that these teaching materials are truly tested and have the potential to reduce misunderstanding in students. Chemistry books are dubbed as teaching materials that have the potential to make classroom learning effective and efficient.

Conclusion
This qualitative study states that the role of chemistry books on hydrocarbons with 4S TMD to develop KBE is important. The use of chemical books can help increase the quality of education based on the values contained in KBE. Chemistry books today aim to develop student-centered learning so that KBE must be owned by students. Chemistry books are important tools for teaching and learning that can help develop students' knowledge because chemical books contain various representations that can affect student learning [37]. This research requires further research to be able to prove the conclusion. Therefore, suggestions for this study are highly recommended. The number of research participants will strengthen the data presented about the chemistry textbook developed using 4S TMD on hydrocarbon material to develop the KBE.


s2fieldsofstudy: Education Medicine

text:
Physical Fitness, Body Composition, and Adherence to the Mediterranean Diet in Young Football Players: Influence of the 20 mSRT Score and Maturational Stage

This study aimed to analyze the differences in physical fitness variables, body composition, and adherence to the Mediterranean diet according to the cardiorespiratory fitness and the maturational stage in young football players. A total of 194 male football players (aged 8–16) from three football sport schools participated in this study. Data on cardiorespiratory fitness (the 20-m shuttle run test), anthropometric measurements, handgrip strength, respiratory capacity (forced spirometry), and adherence to the Mediterranean diet (KIDMED questionnaire) were collected. Players were divided into two groups depending on their maturational stage (prepubertal n = 127 and pubertal n = 67). The results show a direct relationship between low levels of cardiorespiratory fitness and body mass index, as well as body fat and leg fat. Similarly, players with lower cardiorespiratory fitness presented higher values of handgrip strength in the prepubertal state. On the other hand, improvements in respiratory values were observed in the pubertal state with the rest of the parameters when the cardiorespiratory fitness was increased. Therefore, the promotion of recreational football that encourage and develop cardiorespiratory fitness is a key factor and can be used as an effective sport activity to promote physical fitness and healthy habits in children and adolescents as well as within the population that is already physically active.

Introduction
Scientific evidence has shown that physical and sports activity practiced regularly at a moderate-vigorous intensity is one of the best strategies currently available to promote the welfare of the population and public health [1]. This practice has a positive relationship with having an optimal quality of life in childhood, adolescence, and adulthood [2]. In addition, levels of a sedentary lifestyle and childhood obesity are reduced, which are worldwide public health problems [3] that lead to a higher risk of suffering from a cardiovascular and metabolic disease in adulthood [4]. Thus, early age is one of the most important periods of life, since the health status is influenced by several factors, including healthy eating habits and physical activity along with a large number of physiological and psychological changes [2].
In the context of the promotion of healthy habits through sport, football (soccer) is probably one of the most demanded disciplines worldwide, with more than 400 million active federate players around the world [5]. However, it is important to distinguish between competitive football in which there is competition where performance is required, and recreational football, which can be defined as the practice of free-form football, without a competitive aim, but rather for recreational, formative, and health purposes. Currently, recreational football is possibly one of the most widely practiced sports, particularly in demand by the school-aged population and adolescents.
The implications of recreational football are emerging interest because physical activity and physical exercises are essential for healthy growth and development. Moreover, recreational football has a great potential to improve the health and physical fitness levels [6]. This may derive from the dynamic nature of football which not only provides opportunities to develop different aspects of physical fitness of its participants, but it also contains positive motivational and social factors that contribute to the maintenance of a physically active lifestyle [7]. Some studies have evaluated the effect of recreational football on different health variables in children and adolescents [8][9][10]. For example, Vicente-Rodriguez et al. [8] revealed that football participation is beneficial at a prepuberal age as players showed to have less body fat and better physical fitness than their sedentary counterparts. In this way, a study by Krustrup et al. [11] showed that the practice of recreational football in short periods improves the musculo-skeletal, metabolic, and cardiovascular systems. Thus, the benefits intrinsically associated with regular practice of recreational football could vary depending on different age categories and could be improved if the main basic physical abilities such as cardiorespiratory fitness [12], or cardiovascular or muscular adaptations [13] are controlled. However, although there are many studies on the conditioning factors and characteristics of health-related physical fitness in children and youth [14], these kind of studies on patterns in the active population and specific sports such as football are less frequent [15]. New studies are necessary to analyze health-oriented physical fitness and healthy habits in this kind of population in order to obtain information for the development of specific policies in sport schools.
One of the best ways to distinguish the beneficial effect of playing football is physical fitness which is understood as the ability of an individual to perform physical activity and exercise [14] and is a powerful marker of health [16]. Indeed, physical fitness is an integrated and effective measure of body structures and functions such as musculoskeletal, cardiorespiratory, hemato-circulatory, endocrine-metabolic, and psycho-neurological which are involved in the proper performance of human activities [17]. Between these functions one of the main exponents of physical fitness is cardiorespiratory fitness [18] defined as the ability of an individual to perform long-term physical activity, or more specifically, a phenotype influenced by the interaction between intensity and volume with which physical efforts are performed. To determine cardiorespiratory fitness, one of the most used tests in different sports is the test know as Course Navette or the 20-m shuttle run test (20 mSRT) [19]. Some studies that used this test in young people have shown the benefits of cardiorespiratory fitness being a powerful physiological indicator of health, especially cardiovascular, metabolic, and respiratory functions [16]. Furthermore, higher levels of cardiorespiratory fitness have been associated with a healthier cardiovascular profile later in life, and this cardiovascular level along with muscle strength and body composition during childhood and adolescence is associated with a healthier cardiovascular profile and a lower risk of death later in life [20]. In this way, it is important to know the different levels of cardiorespiratory fitness to improve the performance of the players as well as their health, taking into account how a good weight status and healthy eating habits are important factors of present and future health [20]. Thus, it highlights the importance of factors such as a body composition, which can be manipulated through adherence to the Mediterranean diet, and it is a mainly indicating the constant and variable rates of fat-free mass, bone mass, and body fat in the body [21]. The Mediterranean diet has been considered a model of healthy diet [22], demonstrating a reduction in cardiovascular mortality in subjects adhering to this eating pattern [23]. In its original definition, the traditional Mediterranean diet (MD) features a high consumption of unrefined fruits, vegetables, legumes, and cereals, moderate-high consumption of olive oil and fish, moderate consumption of dairy products, and low consumption of meats [24]. Therefore, due to the importance of the weight status, eating habits, as well as an appropriate level of physical fitness for preventing diseases and shaping the health-related quality of life in an active young population, the aim of this study was to analyze the differences in physical fitness variables, body composition, and adherence to the Mediterranean diet according to the cardiorespiratory fitness and the maturational stage in young football players.

Participants
A total of 194 male participants enrolled in three municipal football sport schools in the province of Toledo (region in the center of Spain) and successfully completed the study (age range: 8-16 years old; age average: 12 ± 2). The study was conducted during the academic period when participants attended extracurricular football training sessions two times per week. For participation in the study, we included all players whose parents/legal guardians authorized by informed consent the inclusion of their children or guardians. Coaches, parents, and players were previously informed about the purpose of the study and the nature of the tests that would be performed through an informative document. Players were evaluated individually on a single occasion during a day of training. All participants trained 2 days a week for at least two hours. Indeed, maturity is necessary for studies on the growth of children [25]. Thus, all participants were divided into two groups depending on their pubertal status. A Marshall and Tanner test [26] was conducted for all participants. For this purpose, the sample was divided in prepubertal (n = 127) and pubertal (n = 67). This tool has been frequently used for the classification in different maturational stage in young and adolescent population [27]. It consists of 5 stages of pubic hair and testicular development in boys. According to these criteria, 2 groups were formed: prepubertal (Tanner I) and pubertal (Tanner II, III, and IV). The Tanner pubertal status was determined by self-assessment. This method correlated with a physician assessment of pubertal development. The researchers have been previously formed and gained experience in the use of this tool in previous studies. Furthermore, years and hours per week of planned out-of-school physical activity were registered.
The study was conducted in adherence to the standards of the Declaration of Helsinki (2013 review, Brazil) following the European Community's guidelines for Good Clinical Practice (111/3976/88 of July 1990), as well as the Spanish legal framework for clinical research on humans (Real Decretory 561/1993 on clinical trials). The informed consent and the study were approved by the Bioethics Committee for Clinical Research of the Virgen de la Salud Hospital of Toledo and by the supervisors of the University of Castilla-La Mancha (REF:508/14072020).

Measure a
Anthropometric Parameters and Body Composition An anthropometric assessment was carried out. A portable segmental analyzer of multifrequency body composition (Tanita MC-780, Tanita Corp., Tokyo, Japan) was used to measure weight (kg), body fat (%), and skeletal muscle mass (%). Furthermore, legs fat (%) and legs skeletal muscle mass (%) based on total weight for each leg were included. The body mass index (BMI) was calculated with the weight (kg) divided by the squared height of the participants. Height (cm) was measured with a stadiometer (Seca 214, Hamburg, Germany). Players were assessed with clothes and without shoes. b Physical Fitness The different parameters of physical fitness were assessed following the protocols of the ALPHA health-related fitness battery [17]. All the participants were familiar with all physical performance tests as they had previously developed familiarization sessions in physical education classes.
First, cardiorespiratory fitness was evaluated by the 20 mSRT. This maximum and progressive test measures the maximum cardiorespiratory fitness [28]. Players were required to run, in a straight line, between two lines distanced 20 m apart, while keeping a pace with the acoustic signals from a speakerphone audio player with Bluetooth technology. According to the protocol by Léger et al. [29], the initial speed was 8.5 km·h −1 , which was increased by 0.5 km·h −1 each min (1 min = one stage). The test was finished when the athletes failed to reach the end lines before the audio signal on two occasions or when stopped because of fatigue. Players were allowed to perform the test once. The total time in min was retained. The results are presented both in min (stage) and percentile adjusted by sex and age, based in the Eurofit reference values for Castilla-La Mancha [30]. This test was performed at the end of the evaluation sessions, so that fatigue did not interfere with the other tests. The results of this test were used to divide the sample into two subgroups in relation to the level of cardiorespiratory fitness. For this, all participants with a result equal to or greater than the 75th percentile (≥P 75 ) for their age were classified as having a good level of cardiorespiratory fitness and the rest as having a low level (<P 75 ) [31].
Respiratory capacity was recorded through forced spirometry which is a physiological test that measures how a subject inhales or exhales volumes of air as a function of time [32]. Each of the players performed a maximum inspiration using a spirometer, no more than two seconds of apnea, and a maximum expiration until there is no air left in the lungs. The most important aspects of spirometry are the forced vital capacity (FVC), which is the volume delivered during an expiration made as forcefully and completely as possible starting from full inspiration, and the forced expiratory volume (FEV) in one second, which is the volume delivered in the first second of an FVC maneuver [33]. Other spirometric variables were also assessed and included in the analysis. Two measurements were implemented for each participant and the best measurement was preserved.
To evaluate the upper-body muscular strength, the handgrip strength test (kg) was applied using a dynamometer with an adjustable grip (TKK 5001 Grip A; Tokyo, Japan). Players had to continuously tighten the grip for 2 s with the elbow position in full extension. The test was repeated twice (right hand and left hand, alternately). The best score of the two attempts for each player was chosen to the nearest 1 g [17]. The results are presented both in kg and percentile adjusted by sex and age, based on the Eurofit reference values for Castilla-La Mancha [30]. c Adherence to the Mediterranean Diet In order to determine the adherence to the Mediterranean diet and the existence of possible eating disorders, the KIDMED questionnaire was used. This test, previously validated, consists of 16 items where twelve items represent a positive score for the adherence to the Mediterranean diet and the remaining 4 items represent a negative score [33].
A positive answer to a question that involves greater adherence to the diet is worth +1 point.
A positive answer to a question that means less adherence to the diet is worth -1 point. Negative answers do not score (a value of 0 is noted). The KIDMED index is the sum of all the scores and ranges from 0 to 12 points (minimum to maximum adherence to the Mediterranean diet). The adherence to the Mediterranean diet could be categorized as low adherence (very low-quality diet, 0-3), medium adherence (improvement of the diet is needed, 4-7), and high adherence (ideal adherence to the Mediterranean diet, 8-12) [33]. However, in this study, the total score (KIDMED index) was used as scale variable [34].

Statistical Analysis
Data are presented as means ± standard deviations. All data were statistically analyzed using SPSS V24.0 for Windows (SPSS Inc., Chicago, IL, USA). The level of significance was set at p < 0.05. Before carrying out the analyses, the Kolmogorov-Smirnov distribution test was performed to confirm a normal distribution of the variables. Differences between groups were evaluated through two-way ANOVA (prepubertal vs. pubertal and <P 75 cardiorespiratory fitness vs. ≥P 75 cardiorespiratory fitness). All anthropometric measurements, respiratory variables, handgrip strength, and adherence to the Mediterranean diet were used as dependent variables. Post-hoc analysis was adjusted by the Bonferroni method. Furthermore, Effect sizes (Cohen's d, ES) were calculated and defined as follows: trivial, <0.19; small, 0.2-0.49; medium, 0.5-0.79; large, >0.8 [35]. Table 1 shows the descriptive data of the participants (anthropometric variables, body composition, respiratory capacity, cardiorespiratory fitness, handgrip strength, and KIDMED index). The results showed significant differences between the maturational stage in all variables (p < 0.05), except FEV 1 /FVC, handgrip percentile and KIDMED index, and significant differences between cardiorespiratory fitness level in weight, BMI, total body fat, total muscle mass, as well as fat mass and muscle mass in both legs (p < 0.05). However, interaction effects between the combinations of both factors were found in all variables (p < 0.05), except FEV 1 /FVC and KIDMED index. Therefore, post-hoc pairwise comparisons are presented in Tables 2 and 3.   Table 2 presents the results in relation to body composition variables. Prepubertal players showed significant lower weight, height, and BMI than pubertal players in both cardiorespiratory fitness levels (p < 0.05; ES from 0.41 to 1.92). Furthermore, significant differences between cardiorespiratory fitness levels were found in weight, height, and BMI in the prepubertal group (p < 0.05; ES from 0.44 to 1.07); however, only differences in BMI were found in the pubertal group (p = 0.018; IC: 1.74 to 3.81; ES: 0.57).

Results
Prepubertal players showed a significantly higher percentage of total body fat (24.50%) compared to pubertal players (21.93%) in the <P 75 cardiorespiratory fitness group (p = 0.018; Confidence Interval (CI): 0.45 to 4.71; Effect Size (ES): 0.42). Furthermore, a significantly lower percentage of total muscle mass was registered in the prepubertal group (71.45%) compared to the pubertal group (74.03%), as well as in the <P 75 cardiorespiratory fitness group (p = 0.012; CI: −4.51 to −0.57; ES: 0.45). However, no significant differences in total body fat or total muscle mass were found between the maturational stage groups in the ≥P 75 cardiorespiratory fitness level (p > 0.05). On the other hand, players with <P 75 cardiorespiratory fitness revealed a higher percentage of total body fat in the prepubertal group (24.50%) and pubertal group (21.39%) compared to players with ≥P 75 cardiorespiratory fitness (pubertal: 19.87%; prepubertal: 17.88%) with medium to large effect sizes (p < 0.001; CI: 2.74 to 6.53; ES: 0.90 for the prepubertal group and p = 0.004; IC: 1.32 to 6.78; ES: 0.77 for the pubertal group). Opposite differences were found for total muscle mass, where the <P 75 cardiorespiratory fitness group presented significantly lower values than ≥P 75 both in prepubertal and pubertal groups (p < 0.01; ES: 0.77 to 0.88).
Regarding the data obtained from the lower extremities of the players, the prepubertal group revealed a higher percentage of fat mass and a lower percentage of muscle mass in both legs and in both cardiorespiratory fitness levels (p < 0.05; ES: 0.54 to 0.93). The <P 75 cardiorespiratory fitness group showed a significantly higher percentage of fat mass and a lower percentage of muscle mass than the ≥P 75 cardiorespiratory fitness group in pubertal participants (p < 0.05; ES: 0.47 to 0.67). However, in prepubertal participants only, significant differences were found in the fat mass percentage (p < 0.05; ES: 0.76 to 0.79). Table 3  No significant differences were found in the KIDMED index, although effect sizes close to medium are found, with a higher index in the ≥P 75 cardiorespiratory fitness group both in pubertal participants (ES: 0.41).
Finally, Table 4 shows the results of the influence of different variables on cardiorespiratory fitness. In addition to age, percentage of muscle mass and FVC have a positive and significant relationship with stages of 20 mSRT, while BMI has a negative and significant relationship (p < 0.05). Handgrip strength (kg) and the KIDMED index show a positive reaction, although it is not significant (p > 0.05).

Discussion
The results of this study suggested that there are differences in anthropometric, respiratory, physical fitness variables, and adherence to the Mediterranean diet depending on the level of cardiorespiratory fitness in young football players. Furthermore, these differences vary slightly depending on the maturational stage. The scientific literature has already shown that cardiorespiratory fitness varies greatly with development, age, maturity, and gender and is highly related to both body size and composition [36].
In recent years, it has been shown that body composition is one of the most important indicators of a player's physical state. Therefore, fat free mass, bone mass, and body fat are the most important variables [21]. The results of the study show that the groups with lower levels of cardiorespiratory fitness presented higher values in BMI and body fat. The scientific literature has already shown the importance of physical activity in reducing childhood obesity [25,37]. Moreover, Ubago et al. [38] declared that playing football reduces body fat levels and BMI in youth development, while Mota et al. [39] showed an increase in lean mass and leg strength after a six-month football program. It is important to highlight that important health problems in adults have been detected along with high BMI and percentage of body fat values during prepubertal and pubertal ages [40]. This entails a consequent economic cost imposed on the health system [41]. Therefore, improving health and physical fitness in this population should become the main strategy to reduce the risk of future mortality, looking for a healthy body weight [42]. Thus, promoting recreational football practice during development could be a very powerful strategy to combat obesity and its immediate and future problems [43].
An improvement in respiratory values was detected once the pubertal state was reached. In the same direction, certain improvements were related in the rest of the parameters (FVC; PEF; FEV 1 ; FEV 1 _FVC; FEF  ) in this age group when the cardiorespiratory fitness was increased. Age, weight, height, and sex are some factors that affect lung capacity [44]. This explains the differences in favor of the pubertal group versus the prepubertal group. Specifically, the results show that football players who are in the pubertal stage have better FVC values than players in the prepubertal stage. This is undoubtedly due to greater progress and better cardiorespiratory capacity in this population thanks to its development and its practice of exercise [45]. In contrast, prepubertal stage players who have a low cardiorespiratory fitness obtained significantly higher values for FVC. This may occur due to the high anthropometric values of the age group (especially weight and body fat), positively affecting cardiorespiratory capacity. Therefore, it is important to determine the factors that affect respiratory functions and its control to achieve a good state of health during these stages of development [46]. Furthermore, this may also be due to the differences found in height in the prepubertal group, coinciding that the low cardiorespiratory fitness group presented higher height, which could affect FVC. The practice of sport is a key factor to increase capacity and motivation towards exercise to improve peak expiratory flow as well as quality of life and healthy habits [47].
Regarding adherence eating habits, this study revealed good adherence to the Mediterranean diet in the prepubertal and pubertal groups, as is the case in similar studies [23,33]. These results showed a clear tendency to maintain or increase patterns related to this type of diet since the different groups showed moderate adherence to the Mediterranean diet. Thus, a healthy an active lifestyle based on regular exercise is associated with better nutritional habits and a higher score in the KIDMED questionnaire [48]. Finally, higher values of handgrip strength in players with lower cardiorespiratory fitness were detected in the prepubertal group, although there were no significant differences in handgrip strength in the different cardiorespiratory fitness groups. This fact could be explained that this prepubertal group showed higher anthropometric values, and therefore, a higher BMI, or even a greater volume of body fat, may positively affect manual strength at an early age [49].
This study presents several limitations: (i) the anthropometry test with a portable segmental analyzer of multifrequency body composition, used in field and not laboratory research; (ii) it is important to highlight that the socioeconomic status can affect the acquisition of good healthy habits and adherence to the Mediterranean diet. Despite these limitations, the main strength of our study is that, to our knowledge, it is one of the few studies showing the influence of cardiorespiratory fitness with other variables related to health that are improved in young people who play recreational football. These data from young football players aged 8-6 years complement the evidence that suggests the importance of the maturational stage and practicing of daily physical activity or sport, such as recreational football, as well as maintaining good active and healthy lifestyle habits.

Conclusions
This study shows that children and adolescents who play recreational football have different anthropometric and respiratory values as well as handgrip strength depending on their cardiorespiratory fitness. Furthermore, these differences are higher in the pubertal stage than in the prepubertal stage. Taken together, these results suggest that the practice of physical and sports activity is an important habit that must be acquired in the prepubertal age in order to consolidate skills in the pubertal age. Moreover, promotion of sport exercises that encourage cardiorespiratory fitness is a key factor and can be used as an effective activity to promote physical fitness and healthy habits in children and adolescents, as well as within the population that is already physically active.


University community-based survey on the knowledge , attitude and perception about COVID-19 pandemic : the Federal University of Agriculture , Abeokuta , Nigeria as a case study

The first known case of the novel coronavirus disease (COVID-19), is traced back to December 2019 in Wuhan, Hubei, China [1]. As at July 4, 2020, the virus has been reported worldwide, with over 10,922 324 confirmed cases and 523,011 deaths [2]. Countries worst hit include USA (128 481 deaths), Brazil (61,884 deaths), UK (44,131 deaths), Italy (34,833 deaths), France (29,808 deaths), Mexico (29,189 deaths) and Spain (28,385 deaths) [2]. The World Health Organisation (WHO) declared the outbreak a public health emergency of international concern on January 30, 2020 and recognised it as a pandemic on March 11, 2020 [3]. All African countries have recorded COVID-19 infection. South Africa has the highest number of confirmed cases (177,124) with 2,952 deaths, followed by Nigeria (27,564 confirmed cases with 628 deaths) as at July 4 [2]. The index case of COVID-19 in Nigeria was confirmed by the Nigeria Centre for Disease Control (NCDC) in Lagos State on February 27. In Ogun State, the closest neighbouring state to Lagos, another patient who had been in contact with the index case was identified shortly after. The disease has since spread to 35 of the 36 states of Nigeria and the federal capital territory (FCT) [4]. COVID-19 is caused by the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), a novel virus closely related to SARS-CoV, pangolin and bat coronaviruses [5]. The virus is mainly spread during close contact and by respiratory droplets produced when an infected person coughs or sneezes. It is contagious from both symptomatic and asymptomatic Introduction. Coronavirus disease (COVID-19) is impacting social, economic and political patterns globally. To contain its spread, Nigeria like many other countries, imposed drastic measures such as lockdown/curfew. Objectives. This study assessed the knowledge, attitude and perception (KAP) about COVID-19 pandemic among members of staff of a university community in Nigeria. University staff members contribute to national development through dissemination of specialized knowledge and skills and guiding the young generation. Methods. A cross-sectional survey using an anonymous, selfdesigned, online KAP questionnaire was conducted from April 18 to May 31, 2020. The questionnaire consisted of ten knowledge questions regarding the transmission and prevention of COVID-19. The questions on attitude (15) and perception (10) assessed respondents’ behaviour towards adherence to government policies and views on government efforts to contain the infection respectively. Results. A total of 125 (teaching) and 102 (non-teaching) staff responded. Approximately 59.1% of the respondents were males. The mean knowledge and positive attitude levels were 70.8% (SD ± 9.6%) and 83.1% (SD ± 13.07 %) respectively. Significant differences in the knowledge mean scores were observed for demographic categories such as educational qualification (p = 0.001), staff work category (p ≤ 0.000), work background (p ≤ 0.000), and type of lockdown (p = 0.027). Most of the respondents (85.3%) opined that COVID-19 was a biological weapon and viewed the lockdown as necessary (81.5%). However, they thought that the Nigerian government was not doing enough to mitigate COVID-19 spread. Conclusions. The perception of COVID-19 in the university community bear implications across public health initiatives, compliance with precautionary behaviour and bilateral relations with foreign nations. ReseaRch aRticle

Introduction
The first known case of the novel coronavirus disease , is traced back to December 2019 in Wuhan, Hubei, China [1]. As at July 4, 2020, the virus has been reported worldwide, with over 10,922 324 confirmed cases and 523,011 deaths [2]. Countries worst hit include USA (128 481 deaths), Brazil (61,884 deaths), UK (44,131 deaths), Italy (34,833 deaths), France (29,808 deaths), Mexico (29,189 deaths) and Spain (28,385 deaths) [2]. The World Health Organisation (WHO) declared the outbreak a public health emergency of international concern on January 30, 2020 and recognised it as a pandemic on March 11, 2020 [3]. All African countries have recorded COVID-19 infection. South Africa has the highest number of confirmed cases (177,124) with 2,952 deaths, followed by Nigeria (27,564 confirmed cases with 628 deaths) as at July 4 [2]. The index case of COVID-19 in Nigeria was confirmed by the Nigeria Centre for Disease Control (NCDC) in Lagos State on February 27. In Ogun State, the closest neighbouring state to Lagos, another patient who had been in contact with the index case was identified shortly after. The disease has since spread to 35 of the 36 states of Nigeria and the federal capital territory (FCT) [4]. COVID-19 is caused by the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), a novel virus closely related to SARS-CoV, pangolin and bat coronaviruses [5]. The virus is mainly spread during close contact and by respiratory droplets produced when an infected person coughs or sneezes. It is contagious from both symptomatic and asymptomatic carriers. Common symptoms include fever, cough and shortness of breath and the incubation period ranges from two to 14 days [6]. To date, there is no known vaccine or specific antiviral therapy and management remains largely symptomatic and supportive. This is projected to likely cost the global economy US$1 trillion this year [7]. Consequent upon this, the WHO advised on several methods to help curb the virus and save health systems globally from complete collapse. Recommended nonpharmaceutical interventions include frequent hand washing, maintaining personal hygiene, social/physical distancing, monitoring and self-isolation of possible contacts [8]. As with several countries globally, the Nigerian President signed the COVID- 19 Regulations 2020 declaring the disease as a "dangerous infectious disease" and imposed a nationwide lockdown from March 30, 2020. This involved restrictions on international, national and inter-state transport links, market, office or business transactions, educational institutions (primary, secondary and tertiary), sports, religious and all other related social gatherings [8]. Total lockdown (stay-at-home order) was imposed on Lagos, Ogun and FCT for an initial period of two weeks and on April 13, it was extended for another two weeks [9]. A phased and gradual easing of the lockdown was instituted from May 4. Considering the grave impact of COVID-19 pandemic on the social, economic and political structure of the world, it has been likened to natural disasters and war outbreaks [10,11]. Its emergence and spread, caused confusion, anxiety and fear among the general public [12]. Furthermore, the recommended ways of containing the spread of the virus such as selfisolation, quarantine, social distancing and the stigma associated with infected persons, put many people at risk of experiencing significant psychological distress [11]. By assessing people's knowledge about diseases, deeper insights into public perception and practices can be gained, thereby helping to identify attributes that influence adopting healthy practices and responsive behaviour [13,14]. It is also important in identifying gaps and strengthening ongoing prevention efforts. To the best of our knowledge, this study represents the first one examining the knowledge, attitude and perception (KAP) as well as concerns about COVID-19 among members of staff of a university community in Nigeria. Universities offer the society an opportunity to reflect on the critical, social, economic, cultural, moral and spiritual issues facing humanity. Its staff members contribute to national development through dissemination of specialized knowledge and skills and guiding the young generation. The findings of this study are expected to provide useful information about KAP to policymakers at this critical time. It may also inform public health officials on further public health interventions, awareness, and policy improvements pertaining to the COVID-19 pandemic.

Ethical approval
The study was conducted in accordance with internationally accepted principles. Ethical approval was obtained from the College of Veterinary Medicine, FUNAAB Research Ethics Committee (Ref. number: FUNAAB/COLVET/CREC/2020/04/01).

Study area
The Federal University of Agriculture, Abeokuta (FUNAAB) (Fig. 1), a unique and leading institution, is one of the three specialized Universities of Agriculture in Nigeria. It was established on January 1, 1988 with the triple mandate of teaching, research and extension (knowledge and technology transfer).

Study population
Members of staff of FUNAAB belonging to any one of the four associations in the University were eligible to participate and included: 1) Academic Staff Union of Universities (ASUU) comprising the teaching staff (lecturers); 2) National Association of Academic Technologists (NAAT); 3) Senior Staff Association of Nigerian Universities (SSANU); and 4) Non-Academic Staff Union of Education and Associated Institutions (NASU).

Study design, sample size and sampling
A cross-sectional survey using a validated, semistructured online questionnaire was used to collect data from potential respondents [15]. Purposive and chain referral sampling techniques were employed to recruit participants. As the survey was done during the lockdown, it was very difficult to physically access people at the time of data collection due to the restriction of movement. As such, the questionnaire using the Google Forms Platform (Mountain View, CA, USA) was designed by the investigators. A detailed informed consent was sought at the beginning of the online questionnaire and consent was a prerequisite to continue in the survey. The link of the questionnaire was sent via social media (WhatsApp and Telegram posts) to the different chairmen of the associations, deans and directors of colleges, directorates and units in FUNAAB. The prospective respondents were then encouraged to roll out the survey to as many colleagues as possible. Thus, the link was forwarded to people apart from the first point of contact. All staff of the Federal University of Agriculture were eligible to participate. A total of 327 participants were needed considering a simple random sampling at an expected response rate of 50%, an absolute precision at a 95% confidence interval, with an acceptable error of 5% using Working in Epidemiology (WinEpi v.2.0). Considering the non-response rate, 10% of the sample size was added to give a total of 360 participants. Figure  II describes the recruitment flowchart. The online survey ran from April 18 (second phase of lockdown) to May 31 (last week of the lockdown in Ogun State). Participation was voluntary and anonymous, with respondents being assured that their responses would remain confidential and used only for research purposes.
Two hundred and twenty -seven (227) correctly filled questionnaire was submitted through the Google form, exported unto excel spreadsheet and processed for statistical analysis (Fig. 2).

Questionnaire and data collection
The questionnaire contained four sections. The first section consisted of information assessing socio-demographic attributes of the respondents on variables such as age, sex, staff work category, marital status, educational qualification, religion, number of persons and pets in household and state of residence during the lockdown. The second section assessed the general knowledge about COVID-19. It consisted of ten questions regarding the source of COVID-19, modes of transmission, symptoms, susceptible individuals and methods of prevention, control and treatment. In section three, the evaluation of respondents' attitude was performed by 15 questions. Parameters evaluated if the non-pharmaceutical interventions and social distancing rules were adhered to, if updates on COVID-19 were sought and how activities were undertaken during the lockdown and prophylactic use of drugs (orthodox or herbal). Using a Likert scale of 1-5 (1-lowest negative effect, 5-highest negative effect), the effect of the lockdown on the mental, physical, social, financial well-being and sexual performances of the respondents were also assessed. The final section evaluated which of the impacts of COVID-19 individuals were most concerned aboutthe source, the spread, the actions or inactions of the Nigerian government and/or international bodies. The rate of satisfaction to the COVID-19 relief package of the government and other current measures taken by the Nigerian government during the lockdown was also assessed.

Data analysis
Descriptive statistics were calculated for all variables in the forms of frequencies and proportions/percentages using Microsoft Excel R (2013). Respondents' knowledge and attitude towards COVID-19 was arrived at by summing correct responses, generating a maximum possible score of 27 and 11 respectively. A correct response to an item was assigned 1 point, while an incorrect/not sure response was assigned 0 point. Scores were then converted to percentages and a cut off < 70% and ≥ 70% was used to categorise respondents as having poor and good levels respectively. Normality tests were conducted on continuous variables using Kolmogorov-Smirnov (> 0.05) and Shapiro-Wilk (> 0.05) and data expressed as mean and standard deviation (Mean ± SD). Independent samples t-tests and one-way analysis of variance (ANOVA) were utilised to determine the differences in knowledge and attitude scores between groups of demographic variables. All variables were recoded into binary outcomes for further analysis. Associations between the sociodemographics of respondents and knowledge level, social, financial, physical, and mental impact of the pandemic were determined using chi-square tests and binary logistic regression analysis (BLRA) (SPSS ® 21 analysis software package IBM, Inc.). A p < 0.05 was considered statistically significant and crude odds ratios were computed to determine the strength of associations between variables at 95% confidence intervals (CIs). All illustrations were performed with Graphpad prism 8.0.

Respondents' socio-demographics
Responses were received from 227 respondents comprising 125 (55.1%) teaching staff and 59.9% males. Approximately 40.1% of the respondents were within 40-49 years and 88.1% of them were married. All respondents (100%) had completed the primary school leaving certificate programme. A little over half of the respondents had household members between 5 and 10 (52.0%). Owning household pets was observed to be less common (23.3%). Most of the respondents resided within Ogun State (81.5%), and a total or partial lockdown was instituted in many of the respondents' (83.3%) states of residence (Tab. I). Table II showed that the common sources of information on COVID-19 were TV/radio (85.5%) and social media (79.3%). Many of the respondents could correctly identify COVID-19 as viral (97.4%), emerging (86.8%) and infectious (93.7%). Most common symptoms accurately identified by respondents was dry cough (93.7%), shortness of breath (92.1%), fever (87.7%), and sore throat (78.9%). The mean knowledge score for participants was 19.1 ± 2.6 (70. 8  59.5% of respondents scored above the ≥ 70% cut off for general good knowledge, which was averagely acceptable. The t-tests and ANOVA, as well as Chi-square analysis showed that knowledge score was not statistically significant with gender (p = 0.183), whereas, age groups (p = 0.040), educational qualification

Attitude during the lockdown
Respondents were asked 15 questions to assess their compliance with the non-pharmaceutical interventions and the impact on their social, financial, physical and mental health. Most of the respondents complied with the use of nose/face masks, stay at home policy, social distancing and regular hand wash (Fig. 3). A total of 192 (84.6%) and 203 respondents (89.4%) used hand sanitizers, and soap and water respectively. Majority of the respondents rarely left their houses during the   affected by the lockdown. Contrastingly, respondents' (31.3%) financial/cost of living suffered a much higher impact (Fig. 4). The teaching staff are 0.43 less likely (OR = 0.43, 95% CI: 0.19-0.98, p = 0.045) to have a low social impact due to COVID-19 than the non-teaching members. Also, respondents with household pets were 0.49 less likely (OR = 0.49, 95% CI: 0.24-1.00, p = 0.049) to have a low social impact than those without household pets. Although only marginally significant, respondents under partial lockdown had 2.13 increased odds (OR = 2.13, 95% CI: 0.95-4.79, p = 0.070) for low social impact than those under total lockdown (Tab. V). Respondents with family household members less than five were about three times more likely (OR = 3.14, 95% CI: 1.33-7.38, p = 0.009) to have a low financial impact due to COVID-19 lockdown than those with more than five members. Also, the non-teaching staff of the university were about 2.56 more likely (OR = 0.39, 95% CI: 0.14-1.08, p = 0.070) to experience a low financial impact than the teaching staff, but marginally significant (Tab. V). Staff members with scientific background were half less likely (OR = 0.50, 95% CI: 0.24-1.05, p = 0.070) to have low mental health impact due to the pandemic than those with no scientific background. Household with members less than five were about 1.74 more likely (OR = 1.74, 95% CI: 0.98-3.08, p = 0.060) to have a low mental impact than those with more than or equal to five members (Tab. V). Frequency of sexual performance was observed to be the same as before the pandemic in 46.7% of the respondents, 9.7% reported it was at its lowest ever and 12.8% at its highest frequency. The respondents reported they majorly suffered anxiety/worry/fear/ restlessness (59.9%) and boredom (48.0%). More of the respondents were optimistic while only 4.8% were angry or pessimistic (1.8%) about the pandemic.

Perception and concerns about COVID-19
Approximately 162/227 (85.3%) of the respondents perceived COVID-19 was likely a laboratory-made or biological weapon. About 19.8 and 8.8% slightly believed or were not sure respectively. The global and national situation of the pandemic were of worry to the respondents (84.1 and 53.7% respectively). The other concerns were increased crime rates (90.7%), the impact on the economy (88.5%) and children education (72.2%), idle children (62.6%), fear of themselves and family contracting the disease (52.4%), and domestic violence (40.1%). The majority viewed the lockdown instituted by the government as necessary (81.5%), while 71.3% were not satisfied with the current COVID-19 relief package provided by the government and believed the government was not doing enough in containing the spread of the infection. About 90.5% of the respondents indicated their readiness to get involved in sharing or contributing their quota if the need arises.

Discussion
Nigeria, the most populous country in Africa, has adequately contained many outbreaks of emerging and re-emerging diseases such as poliomyelitis, avian influenza, African swine fever, Yellow fever, Lassa fever and Ebola virus disease [16]. Nigerians are distinct people with a rich culture of socializing and daily income earning. Movement restriction, physical and social distancing, closure of schools and religious centres and the mandatory use of nose masks associated with COVID-19 greatly impacts the population [8]. This study assessed the KAP of an ivory tower-based population in Nigeria about COVID-19 pandemic and associated effects. A large proportion of the respondents were aware and knowledgeable about the presence, symptoms and mode of transmission of COVID-19 in Nigeria. This may be due to the educational status of the respondents as over 87% of them had a bachelor's degree or above. Many of them (71.8%) were in scientific work category. In addition, most of the respondents were married and fell within the active middle age group (40-49 years). All these stimulate interest and search for knowledge about COVID-19 and its transmission from various sources, to protect themselves and their families. These findings agree with previous studies which reported positive association between knowledge, educational background and age during epidemics/ pandemics [8,14,[17][18][19][20].
It was also noticed that respondents having household pets had better knowledge of COVID-19. This may be due to information obtained from their veterinarians and they are likely to be more cautious. Though COVID-19 infection has been reported in dogs, there are no evidences yet that dogs and cats, can be sources of human infection [21]. Our study also identified the mass media (television, radio) and social media as the major sources of information about COVID-19. This indicates that a significant proportion of respondents are largely influenced by media information. Many of the respondents (81.5%) live in Ogun State where a total lockdown was instituted, hence, they accessed mass media more frequently. It is important to note that the Nigerian Ministry of Health presently conducts intensive awareness campaign on COVID-19 via the television and various social media in English, French and the three main Nigerian languages (Hausa, Igbo and Yoruba) [4]. The importance of the media in providing vital information during outbreaks has been confirmed by several researchers [22][23][24]. According to the Economic Commission for Africa, approximately 300 000 to 3.3 million COVID-19 related deaths are predicted to occur in Africa [25]. Fortunately, the mortality rate as at July 4, 2020 is quite low when compared with USA and European countriesv [26]. Many factors such as environmental (sunlight, humidity, prevalence of malaria parasite) and genetic have been attributed to it though none has yet been confirmed [26]. This may have contributed to the general positive and optimistic attitude toward COVID-19. Respondents with less than five household members were more likely to have a low social, financial and mental impact due to COVID-19. This is not surprising as lesser amount will be expended on utilities, food, online education and childcare leading to less anxiety. This agrees with Nicola et al. [27] and Coibion et al. [28] who reported the socio-economic implications of the pandemic.
Respondents complied with the use of nose/face masks, stay at home policy, social distancing and regular hand hygiene as 84.6 and 89.4% used hand sanitizers, and soap and water respectively. Majority of the respondents rarely left their houses during the lockdown (84.6%), avoiding crowded places and physical contact. This suggests that Nigerians are generally very cautious. Health authorities should continue providing education and outreach materials, to increase public understanding of the disease. Interestingly, of the 200 married respondents, 12.8% reported that their sexual performance was at its highest frequency apparently due to greater time spent with their spouses. However, 46.7% reported that frequency of sexual performance was same as before the pandemic, a situation that might be linked to shrewd time management while indoor. Indoor activities including doing office work at home take the mind off sexual intercourse. Sexual desire and frequency of intercourse were also reported to have significantly increased during the COVID-19 pandemic in Turkey and Italy, whereas quality of sexual life significantly decreased [29,30]. About 9.7% of the respondents reported it was at its lowest ever. This may be due to phobia for unplanned pregnancy, anxiety over the pandemic which affects libido and deficient female contraception leading to preference for sexual abstinence. Also worthy of note is the fact that hospital/clinic visits for non-COVID related cases was low (10.6%). This could lead to premature deaths from cases such as trauma, hypertension, childbirth etc. This may be due to the stigma associated with COVID-19 and the risk of infection or wrong diagnosis in hospitals. Stigma towards COVID-19 is caused by fear of its mortality and high communicability [31]. This can be resolved through proper education and transparency of healthcare policies. A large percentage of respondents (85.3%) hold the view that the COVID-19 is a man-made biological weapon. This was also reported by Olapegba et al. [8].
It is important that the Nigerian government and other stake holders embark on campaigns to raise awareness of the true sources of COVID-19 to curb prejudice against foreign nationals. Majority viewed the lockdown instituted by the government as necessary (81.5%) and agree that the virus can be successfully controlled by the Nigerian government if more efforts are put in contact tracing. This can be explained by the government's unprecedented actions and prompt response in taking stringent control and precautionary measures against previous epidemics, to safeguard the well-being of its citizens. This finding is consistent with recent studies conducted in China and Saudi Arabia, where majority of the participants were convinced that the disease is curable and that their country will combat the disease [14,32]. However, these results contrast with findings in the USA that suggest people tend to express negative emotions, during a pandemic that could affect their attitude [33]. This study had its limitations as the survey was done during the lockdown. The adoption of the chain referral sampling technique employed might limit generalizability of the finding to the general population. Also, response rate was low which may be associated with lack of access to internet facilities especially by members of staff in the lower category who may not have smartphones, cost of internet data or incompetence in filling online surveys. Also, data used in the analysis of this study were self-reported, which might suffer from reporting bias. Nevertheless, this study provides a baseline information on the KAP of members of staff of the university community about the ravaging COVID-19 pandemic in Nigeria. We recommend that: 1) the media should be intensively used by governmental and non-governmental agencies to provide appropriate health education to avert the mounting myths and misinformation about the pandemic and teach the appropriate hygiene measures to adopt; 2) government should liaise more with national researchers and international organizations to strengthen capacity in the areas of research funding and health care systems to improve testing capacity and contact tracing; 3) a coherent, coordinated and credible policy response would provide the best chance at limiting the economic fallout due to COVID-19.

Conclusions
This study was significant as it is the first survey to assess the KAP about COVID-19 among this selected population of Nigerians. Majority of the respondents have adequate knowledge of COVID-19 with general positive and optimistic attitude towards controlling the pandemic. Knowledge of the disease is considered the stepping-stone to any health education activity that is implemented. All stake holders should intensify their effort in expediting and implementing preventive/control measures against COVID-19 at local, regional, national and international levels.


The role of STEM-DSLM in facilitating students’ conceptual change and preventing misconception in life sciences

Effort to overcome misconception had been conducted mostly using CRI and remedial teaching after having detected misconceptions and the causes of them. The focus of this study was to analyse the development of strategic teaching and learning in formal education after being detected the most often concepts misconceived by the students. One class of each level of students being engage with STEM-PjBL and DSLM in studying abstract concept in Life Sciences (Organization of Living system, Fungi, Evolution). Certainty Response Index (CRI) and Test of Logical thinking (TOLT) were used in data collection. In analysing data, the results of pre-test and post-test were analysed. It was found that nearly no misconception was found as very little students change into negative or disorientation, while students with change into positive was higher in percentage. Additionally, construction is very rare among the students, as they have learnt all the concept before. From these findings, it can be concluded that STEM-PjBL can prevent permanent misconception. Additionally, at college level Dual Situated Learning Model (DSLM) can be used in facing conflict situation to students as requirement for conceptual change to occur.

Introduction
Concept has some meaning that cannot describe shortly, can be component of the constituent parts or common attributes by which groups or classes can be distinguished [1], as prior knowledge possesses by learner [2], abstraction based on experience [3]. After having learning experience learner will change their conception into new concept. Meanwhile conception has different meaning with concept. Many obstacles can sometimes cause the process of transforming knowledge, so conception related to its meaning "to conceive", means the way to receive [4,3]. Inaccurate understanding of concepts that students understand before or after learning are interpreted as misconceptions. Misconception is interpreted as a cognitive structure that is rooted in students' thinking but deviates from the conception described by experts in their field [5]. Educated learners will replace their misconceptions with the correct concept if they meet the four criteria, that is dissatisfaction (dissatisfied) with the understanding they have, and new concepts are intelligible, plausible, and fruitful [6].
Recent research results found that educators also experienced misconceptions similar to the learners [7], and that teachers sometimes do not understand the material as a whole or have difficulty translating concretely of abstract concepts because of lack of understanding on the previous education level [8]. Certain essential concepts are mandated by Biological Consortium standards as part of the courses that must be taught in biology education and pure biology department at level 6 (KOBI, 2016). [9] is used to identify the degree of misconception on a concept. This method can also separate between the criteria of "understands" the concept (U) and "doesn't understand the concept (DU) based on the answers given. The response given will prove whether a concept is really understood or it is known through memorizing only [10]. In general, difficulties in understanding certain concept are usually seen from the tendency of the results of answers that are based on environmental factors [11]. Nevertheless, difficulties also can be found in the learners them-selves. Abstract concept usually difficult understood by concrete operational thinker [12].

Certainty of Response Index (CRI), proposed by Hasan, Bagayoko & Kelley
New tools and emerging new sciences are expanding what is possible. Foundational technologies, engineered biological systems, systems biology, and computational biology are needed as well as synthetic biology [13]. Cross-cutting technologies and foundational life sciences are needed to educate the new biologist. The new biology represents an integrated, problem-focused approach to science that is entirely consistent with research on how students learn best. High visibility projects using biology to solve important problems as challenges could provide a platform to engage all students in the process of science, and illustrate the excitement and benefits of using science and engineering to solve problems. Therefore, all of these factors-increasing integration within the life sciences and between life sciences and other disciplines, a deep pool of detailed knowledge of biological components and processes, previous investment in the generation of shared data resources, stunning technological innovations, and cross cutting sciences that are foundational across many applications have put life sciences unremarkably on course to a major acceleration of discovery and innovation.
STEM-Project based learning is one of the innovation and dynamic model of conceptual change [14, 15] that can challenge students to solve problem they face. Dual situated learning model (DSLM) in university level has also been proposed to be used in confronted student to conflict situation [16 ; 17]. As they are in the condition of conflict cognitive, when they are given test that challenge them to determine how sure they are (individually) when they choose the option(s), then they become used to become individual learner.
This study was conducted to investigate how STEM-Project based Learning and Dual situated learning model can facilitate conceptual change which change into positive for the students in each group of learning live science concepts. The use of those learning models can reduce the misconception with the help of CRI or other instruments.

Method
This study was conducted at three different class level (Junior High school, 7 th grade: Organization of living system; Senior high school, 10 th grade: Fungi; College level, 6 th semester: Evolution) and one science teacher, one prospective Biology teacher, and one science teacher educator. Two types of instrument were used to detect the misconception in abstract biology concepts at each level, namely: Certainty response index (Organization of living system, Fungi, and Evolution), and Test of Logical thinking (TOLT) which are content free.
Participants: 34 students of 7 th graders, 25 students of 10 th graders, and 33 students of 6 th semester biology students taken as convenience sampling. One science teacher from certain junior high school, one prospective biology teacher who is "teaching practice" in one public senior high school, and one science teacher educator are involved as model teachers. They have created their own CRI tests and have validated them accordingly. CRI test were used firstly to detect misconception in each level.
Test of Logical Thinking was administered first to identify which students are in certain level of thinking (concrete operation, transitional, and formal operation). This test can be used for junior high school up to doctorate candidates [18]. Then CRI results were used to determine the strategy to deliver for those "concepts". For junior and senior high schools it was determine STEM-project based learning as instructional model, while for university level, dual situated learning model (DSLM) was used for three meetings (three weeks: three topics) in Evolution course [19; 20]. Part of the CRI was used for high school students, meanwhile additional test consisted of 5 simple essay test was used as pre-test and post-test for Evolution. Even though there are the three composition of the three groups  (Table 1, it is clear that the higher group level the more number of formal operational thinker. It can be stated too that even in university level, there still can be found concrete operational thinkers.
From Table 2 it can be interpreted that the most expected is type I, and then type III. The most unexpected is type IV which meant misconception. Different result can be interpreted when we used essay test to detect conceptual change as well as misconception, as it can be seen in Table 3.

Results in Junior and Senior High Schools
Based on the data in Table 4, it shows that most junior high school like to learn new things such as prokaryotic cells. The examples for those cells among others are bacteria and blue green algae. Even it was not easy to see those organisms under the microscope. As they have to plan and make cell models (animal and plant cells for each group) they enjoyed learning in STEM-project based learning (STEM-PjBL). They got the opportunity to operate objects and learn invisible concepts, by generalizing. They were happy too that they had learnt a lot about variety of cells. From their real experience they learn that organism can be one cell (unicellular) or many cells (multicellular). Most senior high school students and first two-year university students have limited knowledge about animal and plant cells, as they learn imaginative cells (reconstructed ones) from the picture in their textbook. They do not have direct experience in recognizing variety type of cells in animal and plant. They usually draw oval shape for animal cell and rectangular shape for plant cell. Actually the way students learn about cell will influence how well they understand [22]. Ignoring our student in learning abstract concepts by just telling them will lead them to misconception. They should learn the cell and its characteristic meaningfully. Without understanding about cell well, the students will have difficulty in understanding other related concepts, included learning cell and fungi [23; 24].  Table 5 it is shown that the percentage of first indicator/topic for misconception is the highest, as it is difficult to get clear and good object for microscopic fungi, especially when the practical work was conducted in the afternoon. Meanwhile the percentage for second topic/indicator about reproduction in Fungi is the lowest for understanding concept (42%), as there are variety of spore in fungi (sporangiospore, conidiospore, basiodiospore, ascospore, etc.) based on vegetatively or generatively formed. It is very complicated event for university students. It is unfortunately found that student concept mastery on fungi is low [25], and very little percentage achieve by the senior high school students about fungi role as decomposer. Without their contribution our beloved planet will very rapidly full and crowed.
When we compare the results of junior high school students' achievement to senior high school students' achievement it is clear that young students have high spirits in learning new things, while older students have less eagerness to maintain the cultivation of fungi due to be managed outside the school schedule. Nevertheless, STEM-Project based learning is good to be implemented at high school level. Their practical work, planning and re-planning ability can be improved, and most prestigious is useful for them to be life-long leaners in facing rapid changes during the Industrial Revolution (IR) 4.0. It is their own duty to improve themselves in order to be survive for their carrier and equipped them with competencies needed in their generation and next generations [26].

Result in University Level
After joining Evolution course (Theoretical) for at least three meetings using "Dual situated learning model" or DSLM, the results show that nearly very little "construction category" occurred, as most of the concept had been learnt during school years and in some previous semesters. For radiation of human and Primate evolution most of the students' conception is in revision category. It means that they have tried to change their conception into more positive one. For the other two topics mostly in Static categories, and very little found in disorientation category. It is very hard to teach human evolution to religion based high schools which focusing on certain religion [27]. They often confronted the concepts with their beliefs.  As reported by [28], some misconceptions were found, but the high percentage are mainly in those three concepts. In some text books radiation of human and primate evolution there is very little discussion about human and primate evolution. It was found too by Friedrichsen et al [29].
From Table 6 it is shown that very little construction type mostly static and revision. But it shows too, that very little disorientation. Except for the first topic. Combined to previous table (Table 1), it was found too that only below formal operation have the disorientation, no formal operation students have misconception (or in category disorientation). stages of intellectual development [12,18]. Dual situated learning model was suitable been used at university level, as it facilitates students to confront them in conflict situation that they have to react and make decision, and try to make relationship for abstract concepts such as radiation of human and primate evolution etc.
For researcher to determine which pattern of conceptual change to choose, it depend on the complexity of the answer towards the test. For essay test, even very simple one, it is better to determine the response first, then decide the type or pattern of conceptual change [30]. By using CRI or two/three/four tier multiple choice test it is enough to choose four pattern (construction, static positive, static negative, misconception [21].
Instead of remediating misconception based on the result what aspect causes the misconceptions, it is more gain time and more powerful to focus the changes using constructivism and conceptual change which challenge the students in dissatisfaction and conflict cognitive. Then when they realized that the new concept is fruitful, intelligible and plausible [30].
Either for high school student or for university students, it will be better when new knowledge delivered in conceptual change pattern, whether through STEM-Project based learning (where they can operate objects to understand more easily, or using Dual Situated Learning model (where they confronted to conflict by using scientific argumentation).