A paper-based microfluidic bioanalytical tool was developed and evaluated for its performance and effectiveness as a tool in science teaching. This innovative device is engineered to detect Ochratoxin A (OTA) in food and food sources by leveraging a colorimetric signal generated through enzymatic redox reactions within an integrated assay system. During its development, utmost consideration was paid in optimizing critical parameters influencing functionality and operation, including the fine-tuning of printing and detection mechanisms. In performance evaluations, the device exhibited a remarkable ability to detect OTA in whole wheat grain samples, achieving a limit of detection (LOD) as low as 512.30 ppb. Further investigation of the developed device confirmed its selectivity for OTA even in the presence of other mycotoxins. It demonstrated a high sensitivity to small changes in concentration, consistently yielding precise signal generation and highly accurate results. These attributes make the device a promising tool for commercial applications, particularly in the detection of OTA in animal food products.

The performance and effectiveness of the tool in science teaching was evaluated through a post-activity survey administered to selected participants who engaged in a laboratory exercise employing the developed device. The activity was designed to introduce the concept of chemical analysis, aligning with the principles of Analytical Chemistry. It served as a culmination of the students comprehension of chemistry, specifically focusing on topics such as stoichiometry, dilution, and redox reactions. Each respondent completed a questionnaire structured around four key dimensions of the teaching and learning process: goals and objectives, content, motivation and participation, and organization and structure. The survey findings revealed that the majority of students regarded the device very highly effective in its performance as a tool in science teaching. Their firsthand experience on the use of the device not only piqued their interest but also empowered them to actively engage in discussions and hand-on aspects of the learning process.

Thesis (Master of Education in Science Education - General Science)

Includes appendices and bibliographical references