Good List of Final Year Project Topics in Nigeria

This website have listings of resources on Tuberculosis for final year students project topics and materials.

Tuberculosis (TB) is a chronic infectious disease caused by bacteria generally referred to as mycobacterium tuberculosis; almost every organ in the body can be affected, but involvement of the lungs account for more than 80% of TB cases.

List of Project Topics And Materials Related To Tuberculosis

• Factors Influencing Default In Tuberculosis Patients In Enugu Eastern Nigeria.
• Recent Concepts In Tuberculosis Chemotherapy
• Diagnosis Of Tuberculosis: Experience With Use Of An Immunochromatographic Assay In A Nigerian Hospital
• Prevalence And Treatment Outcome Of Pulmonary Tuberculosis In Eku Hospital, Delta State
• Factors Influencing Default In Tuberculosis Patients In Enugu, Eastern Nigeria
• Factors Influencing Tuberculosis Case Holding Of The Ebonyi State Tuberculosis Control Programme.
• Factors Associated With Tuberculosis Default From Treatment In Ikot Ekpene, Nigeria Course
• Pulmonary Function Indices In Children With Sickle Cell Anemia In Enugu, South-East Nigeria
• Tuberculosis-Related Knowledge And Health Seeking Practices Among Pregnant Women In Orumba South Local Government Area, Anam
• Pulmonary Function Indices In Children With Sickle Cell Anemia In Enugu, South-East Nigeria
• Evaluation And Planning In National Tuberculosis Control Programme: The Usefulness Of The Standardized Tuberculosis
• Prevalence Of Hepatitis B Virus Infection Among Tuberculosis Patients In Ebonyi State
• Epidemiology Of Smear Positive Tuberculosis In Enugu State, Nigeria
• Chest Radiographic Findings In Sputum Linear Positive Tuberculosis Patients And Human Immunodeficiency
• Virus/Tuberculosis Co-Infected Patients Treated In A Chest Unit, Enugu, Nigeria
• Knowledge Of And Attitude To Tuberculosis Among Community Health Extension Workers In Abia State
• The Prevalence And Comparative Clinico- Pathology Of Caprine Pulmonary Mycoplasmoses In Nigeria
• Analysis Of Tuberculosis Treatment And Outcome With Directly Observed Therapy Short Course
• Urban-Rural Perceptions Of Tuberculosis. Among Patient Medicine Vendors In Enugu State.
• The Impact Of Human Immunodeficiency Virus Syndrome On The Treatment Outcome Of Tuberculosis Cases In Akwa Ibom State.
• Patients’ Perceived Factors Militating Against The Implementation Of Directly Observed Treatment Strategy In The Treatment Of Tuberculosis In Enugu East Lga Of Enugu State
• Mortality From Pulmonary Tuberculosis Among In–Patients In A Nigerian Teaching Hospital.
• Factors Influencing Default In Tuberculosis Patients In Enugu, Eastern Nigeria.
• Hematological And Serum Biochemical Alterations In White Fulani Cattle With Tuberculous Lesions.
• Rural-Urban Perception Of Tuberculosis Among Patent Medicine Vendors In Enugu State.
• Rural-Urban Perception Of Tuberculosis Among Patent Medicine Vendors In Enugu State
• Rural-Urban Perception Of Tuberculosis Among Patent Medicine Vendors In Enugu State
• Incidence, Prevalence And Prevention Of Tuberculosis Among Residents Of Central Senatorial District Of Plateau State From (2002-2011)
• Aspects Of The Microbiology, Immunudiagnosis And Ecmnisms Of Pathogenesis Of Pulmonary Nocardiosis.
• Fatal Drug Reaction In Anti- Tuberculosis Chemotherapy Case Report
• Diagnosis Of Tuberculosis: Experience With Use Of An Immunochromatographic Assay In A Nigerian Hospital

Free Project Topics And Materials On Tuberculosis

Tuberculosis affecting the lungs is called Pulmonary Tuberculosis (PTB), while those affecting other organs are called Extra Pulmonary Tuberculosis (EPTB) (Federal Ministry of Health, 2010).

You can access the above free list of Tuberculosis research project and materials. The chapter one is free while 2-5 are premium version.

Download Full Material-N5000

Abstract

The tasks that heads of schools play in the management and administration of schools are very important. Branch, Hanushek, and Rivkin (2009) conducted a research on school principals in the state of Texas. They discovered that there was a greater variance in the efficiency of principals in high poverty schools in comparison to other schools. As a result, they came to the conclusion that the most essential factor in those institutions was principle skill. According to Leithwood and Levin (2008), “coming to a reliable assessment of the consequences of leadership development, particularly on students, is an extremely hard process.” Estimating the influence that leadership has on an organization is fraught with conceptual and practical difficulties. This knowledge is not easily accessible, despite the fact that policy makers and educators have a pressing need to be aware of whether or not and how professional development can assist principals in acquiring the skills and knowledge necessary to effectively lead schools and, ultimately, improve student achievement. Nicholson, Harris-John, and Schimmel (2005) concluded that it was essential for principals to participate in ongoing professional development in order for schools to be able to lead students to higher levels of academic accomplishment. They also discovered that the majority of states required the same amount of professional development from principals, which was 18 hours spread out over the course of the school year. In addition, the findings of their research demonstrated that the requirements of the No Child Left Behind Act were the primary factor in determining the content of professional development. The delivery of professional development was found to typically adhere to the conventional paradigm of short-term workshops delivered by a centralized body of knowledgeable individuals.
The caliber of an educator has a significant bearing on the academic growth and accomplishments of their students. Recent research has demonstrated that the professionalism of teachers is the single most important factor in determining student success (Meister, 2010; Pedder & Opfer, 2011). According to Hattie (2009), continuing professional development (CPD) comes in at number 19 on the list of the 150 elements that impact learning. In theory, successful continuing professional development (CPD) leads to enhanced teaching, which in turn improves learning.

It is believed that participation in professional development will have some effect on the teachers’ ability to acquire and critically develop the knowledge, skills, and emotional intelligence that are essential to good professional thinking and planning with their students and colleagues throughout every phase of their teaching lives (Buczynski & Hansen, 2010; Gabriel, Day & Allington, 2011). CPD would assist to equip teachers with appropriate skills for instructional delivery, refresh their knowledge, and expose them to new techniques and materials to meet the requirements of the realities of the work. CPD would help to equip teachers with relevant skills for instructional delivery (Bubb & Earley, 2007; Garuba, 2007). Building on new educational ideas and practices is necessary to assist educators in becoming more knowledgeable in their respective fields (Dadds, 2001). In order to ensure that teachers continue to perform at a high level, educational institutions are working to ensure that they have access to chances for ongoing professional development (OECD, 2009).

According to Powell, Terrell, Furey, and Scott-Evans (2003), the effects of instructors participating in professional development will be seen both immediately and over the long term. Their study on teachers’ impressions of the effect of continuous development showed that the majority of instructors recognized the immediate impact of professional development as the capacity to reflect more deeply in teaching. This was rated as the most important benefit of continuous development (Powell et al., 2003). It is claimed that the instructors’ capacity to reflect has helped them to better assess the efficacy of their own instruction. [Citation needed] On the other hand, instructors think that the experiences they’ve had with professional development have helped them acquire better confidence in their own teaching abilities over the long run (Buczynski & Hansen, 2010; Powell et al., 2003).Download Full Material-N5000

The Federal Government of Nigeria established the Schools Broadcast Unit (SBU) in 1964 to produce television programmes for schools in the Federal Capital Territory of Lagos. However, according to Agun & Imogie (1988), the first major breakthrough for Nigeria’s federal government in educational broadcasting came in 1984 (20 years later) with the establishment of National Educational Technology Centre (NETC), under the Federal Ministry of Education to regularise educational broadcasting in the country with the following objectives:
• to train educational broadcasters and visual aid specialists;
• to develop and produce instructional aids;
• to produce and transmit educational programmes on Radio and and Television;
• to conduct workshops and seminars on the application of audio-visual technology to classroom teachings.Download Full Material-N5000