University of Colombo e-Repository

UCER (University of Colombo Electronic Repository) is a collection of scientific research publications by researchers at the University of Colombo, Sri Lanka. This e-Repository serves to manage, preserve and make available the academic works of the faculty, postgraduate students, and research groups. The collection includes faculty publications, master's and doctoral theses abstracts. This repository is updated regularly, and new works are added to collections on a continuous basis

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Authors are responsible for obtaining copyright permission from the publisher and submitting the signed declaration to ir@lib.cmb.ac.lk.

Recent Submissions

Facemask literacy and usage among employees of the University of Colombo during the COVID-19 pandemic
(University of Colombo, 2022) Majeed, S.; Atapattu, P.M.; Fernando, A.D.A.; Wasalathanthri, S.
Introduction: Correct use of facemasks prevents COVID-19 spread. Improper disposal of used facemasks promotes spread of infection and environmental pollution. This study assessed the knowledge and practises of facemask usage during COVID-19 infection among employees of the University of Colombo. Method: A descriptive cross-sectional study was conducted among academic, non-academic and administrative staff, consisting of individuals representative of general community with dynamic socio-demographic backgrounds and educational levels. All consenting respondents to a pre-tested, web-based, self-administered questionnaire, e-mailed once by the university Network Operating Centre were recruited. To assess the knowledge and usage patterns, scores were given separately for the questions assessing them. Results: All 208 respondents (male: female = 33:19) always wore facemasks using the correct technique when leaving home. Majority preferred N-95 (70%) masks or surgical masks (64%) over cloth masks (3%) and most practised double-masking (81%). However, use of facemasks was only 70% at workplace, 50% while using public transport, 51% at home when an outsider was present and 28% at home when with a family member having respiratory symptoms. Removing/lowering facemask in public washrooms (19%), at public places with a 1m distance between each other (7%) or when answering phone calls (3%) was reported. Main problems encountered were; difficulty in breathing (59%), feeling hot (50%), spectacle-fogging (42%), and earache (42%). Majority disposed facemasks by burning (46%) or with garbage collected by municipal council (38%). Knowledge scores on face masks were significantly higher (p<0.05) in females. Correct facemask usage scores were significantly higher (p<0.05) in academics and employees with educational level >A/L. Low response rate (10%) is a limitation. Conclusion: Though the majority adhered to the correct facemask usage, some unsatisfactory practises were evident, which require prompt intervention to optimise mask literacy and practices. Reinforcing education on the value and use of facemasks and developing methods for disposal are immediate necessities.
Evaluation of the Covishield vaccine (1st and 2nd doses) induced antibody response, in a cohort of participants in Colombo
(University of Colombo, 2021) Gunawardena, S.A.; Jinasena, T.M.R.R.; Katulanda, G.W.; Agampodi, B.; Dodampahala, H.; Dissanayake, D.J.G.G.N.; Jayasinghe, I.N.; TInthujah; Samarakoon, S.M.P.P.; Balasooriya, B.M.C.M.; Sujeeva, N.; Thowfeek, Z.T.M.; Prashanthan, S.; Wijesuriya, W.A.M.; Siddiqa, O.M.O.; Thushyanthi, P.; Athapaththu, A.M.T.U.; Samarasinghe, M.; Ediriweera, T.W.; Hewa, S.P.
Introduction: As a part of the global effort to combat SARS Cov-2 infection the first immunization program using Covishield vaccine was launched in Sri Lanka in early 2021. To evaluate the success of the initiative it is essential to assess the immune response of recipients. Methods: It is a hospital based multicenter prospective cohort study. Health care workers and general public between 18-75 years of age were enrolled by consecutive sampling at vaccination centers, National Hospital of Sri Lanka and Colombo South Teaching Hospital. After taking the consent blood samples were collected on day 0, 14, 21, 45 and 90 following the first dose and on day 0, 14 and 3 months after the booster dose. Total antibody levels to receptor binding domain of spike protein were measured using Advia XP chemiluminescent assay method. Results: Out of 190 recruited participants (45.45% male, 54.55% female) seroconversion observed in 87.5% (77/88) on day 14, 95.0% (127/133) on day 21 and 100% (30/30) on day 45 following a single dose of the vaccine. Greater response was noted on day 45 following the 1st dose (median–14.43 Index, IQR-5.5-34.3) with a maximum response at 2 weeks following the booster dose (median-237.14, IQR–194.73-322.64). Participants with extremes of BMI (less than 18.5kg/m2 or more than 30kg/m2) showed significantly low response, while >30kg/m2 category showed a slow increase with time. Participants who received booster 3 months following the 1st dose had a significantly higher response at post 2 weeks of the second dose (mean–259 index) compared to individuals who received the 2nd dose 45 days later (mean–83.42 index). Three months following the booster dose a significant reduction of antibody levels (median 67.68, IQR 35.33-107.27) were noted in participants (80/83) with a p value of <0.05. Conclusion: Two doses of the vaccine showed a good antibody response. Significant reduction of antibody levels at 3 months following the booster dose indicate the need of further studies to assess the need of a third dose in recipients.
Implementation of new strategies to enhance Self-Directed Learning among grade 10 science students
(Department of Science and Technology Education, University of Colombo, 2026) Herath, A.H.M.I.E.; Chandrajith, U.G.
This study investigated how to enhance the self-directed learning (SDL) among grade 10 students in a Sri Lankan school using various instructional strategies. Despite the increasing priority on student centered learning, usual teaching learning process continue to be heavily dependent on the teacher making teacher centered classroom. The study was led by the Kemmis and McTaggart action research approach and took place in two cycles spanning one and a half months during the third school term. A mixed-methods approach was used to investigate changes in students' SDL behaviors, including quantitative and qualitative methodologies. Thirty students were selected from grade 10 studying science as participants using a purposive sampling technique. The intervention comprised of eight scientific sessions prepared utilizing four SDL oriented strategies: goal-setting, inquiry-based learning, problem-based learning, and flipped classroom teaching. Lessons were designed using the National Institute of Education's (NIE) model and Zimmerman's Self-Regulated Learning framework, with an emphasis on preparation, performance, and reflective practice. Data were gathered via pre- and post-SDL surveys, observation checklists, structured interviews, and student reflection sheets, which were then analyzed using descriptive statistics and thematic analysis. The findings revealed that students initially displayed low SDL levels, which were characterized by significant teacher reliance and low self-monitoring abilities. Following the intervention, there were considerable gains in motivation, goal-setting, reflection, and autonomous learning practices. The study shows that using structured SDL techniques efficiently enhances student autonomy and suggests their implementation in secondary scientific teaching.
Enhancing Science Terminology among Low-Achieving Bilingual Grade 8 Students through a Multicomponent Intervention: An Action Research Study
(Department of Science and Technology Education, University of Colombo, 2026) Pemarathna, A.N.S.; Priyadarshani, N.V.D.P.
This article presents the findings of an action research study that investigated the feasibility of using a structured pedagogical approach to enhance Grade 8 low-achieving bilingual students’ knowledge of English scientific technical terms (STTs) in a rural secondary school in Sri Lanka. A mixed-methods action research design was employed with ten purposively selected students over six intervention sessions focusing on Grade 8 Biology content. A multimodal, multicomponent intervention was implemented, integrating bilingual glossary support, visual representations, short video segments, guided collaborative learning, Frayer Model-based activities, and gamified learning to address language barriers and promote conceptual understanding. Data were collected through pre-tests, formative assessments, post-tests, student feedback forms, classroom observation notes, and a reflective teaching journal. The quantitative findings demonstrated a substantial improvement in students’ knowledge of scientific technical terminology. The mean score increased from 28.20 (SD = 4.04) in the pre-test to 64.20 (SD = 5.77) in the post-test. A paired-samples t-test confirmed that this improvement was statistically significant, t(9) = 15.02, p < .001, with a Cohen’s d of 4.74, indicating an extremely large effect size. Formative assessment results also demonstrated a progressive improvement in students’ performance across the six intervention sessions. Qualitative findings complemented the quantitative results, revealing increased student engagement, confidence, willingness to participate, and use of scientific technical terminology. However, some students continued to experience difficulties with abstract and complex biological concepts, suggesting that vocabulary development alone may not be sufficient to ensure deeper conceptual understanding. The study concludes that explicit, linguistically responsive, multimodal, and collaborative instruction of scientific technical terminology can help bilingual learners overcome an important linguistic barrier to science learning. The findings further demonstrate the potential of classroom-based action research to generate practical, context-sensitive pedagogical solutions for supporting low achieving bilingual learners in science education.
Enhancing Advanced Level Students’ Achievement in Motion Concepts in Physics through the Integration of Digital Simulations
(Department of Science and Technology Education, University of Colombo, 2026) Perera, M.A.N.C.; Siriwardena, M.G.D.A.
This study investigated the effect of integrating digital simulations on students’ achievement in motion concepts in Advanced Level Physics. The main research question was "Does using digital simulation improve the understanding of motion concepts in Advanced Level students?" The objectives of the study were to assess students’ existing achievement levels, design and implement simulation-integrated lesson activities, and evaluate their effectiveness in improving conceptual understanding. A Design-Based Research (DBR) approach was used throughout four cycles. Six Advanced Level Physics students were chosen using census sampling. PhET simulations were integrated into lessons, along with teacher guidance and worksheets. Each DBR cycle lasted 80 minutes, which included post-tests, feedback collection, and semi-structured student interviews. Quantitative data were analyzed using descriptive statistics, normalized gain scores, and the Wilcoxon Signed-Rank Test (p = 0.05), while qualitative insights from researcher reflection journals, senior teacher observations, and student feedback were analyzed thematically. Results showed significant improvement between cycles 2 and 3 with all students reaching at least 80% competency by the fourth cycle. Students made notable progress in areas they initially found challenging, including graph interpretation and multi-stage motion comparisons. Qualitative evidence showed increased engagement, confidence, and independent use of simulations. The findings suggest that revising simulation-based lessons along with scaffolding and reflective assessment, can improve understanding in complex physics topics. The study concludes that structured integration of digital simulations can sustainably improve learning outcomes in motion concepts in Advanced Level Physics. Future research should explore long-term retention, application to other physics concepts, and generalizability across larger student samples.