Home - University of Delta

Publication Title GENDER PERSPECTIVES ON LECTURERS' EXPERIENCES IN THE COVID-19 EMERGENCY REMOTE TEACHING AND PERCEIVED PROSPECTS OF ONLINE TEACHING

Publication Type journal

Publisher ABSU journal of Curriculum and Teacher Education (AJCTE)

Publication Authors B. A J Egede and C. D Moemeke

Year Published 2022-11-02

Abstract The fifth sustainable development goal (SDG) projected the global aim to empower all women and girls in the enhanced use of information and communication technology (ICT) in all fields of life before the COVID-19 pandemic. However, the COVID-19 lockdown forced higher education teachers worldwide to switch to emergency remote teaching (ERT), which was ICT-driven. This study assessed the gender perspectives on the experiences of lecturers in the College of Education (now the University of Delta), Agbor, in the online ERT in terms of its acceptance, the associated challenges, success, and the prospects of teaching online post-Covid-19 era. The study employed a quantitative descriptive survey, and data were collected via a structured questionnaire with a Cronbach alpha reliability index of 74..Using a total population sampling technique, 230 out of 240 lecturers completed the questionnaires. The results indicated that there were no gender differences in the perceptions that: the online ERT was necessary, was not embraced; the lecturers' challenge was inadequate preparation and not lack of ICT skills for the ERT; it exposed the importance of ICT in education and the awareness of levels of the virtual orientation of institutions; online teaching should continue in a blended mode in future with the provision of adequate internet access. Gender difference in the perceived success of the ERT, with the females perceiving it as successful contrary to the males, was obtained. The paper discussed the implications of the results.

Publication Title Cognitive effects of curriculum model and school type on science learning: Implication for production of quality young scientists

Publication Type journal

Publisher International Journal of Science and Technology Educational Research

Publication Authors Moemeke, Clara Dumebi1 * and Konyeme, Josephine Ese

Year Published 2016-06-26

Abstract The study focused on determining the influence of curriculum models and school type variables on students’ cognitive learning outcome in science. Opinions vary as to variables that affect science learning outcomes among boys and girls. Research reports have also contradicted one another on the disparity that exists between the sexes in achievements in science and in participation in science occupations. This study is an attempt in establishing empirically the effect of these variables on science learning outcome as well as proffer possible remedies to poor science achievement among learners. Four null hypotheses were tested in the study. Two hundred and ten (210) SS2 science students in nine intact classes from three secondary schools (one from each senatorial zone) in Delta state, Nigeria were taught six concepts in biology using three curriculum models (Traditional Expository Approach (TEA), Hypothetico-Predictive Learning Cycle (HPLC) and Descriptive Learning cycle (DLC)) for ten weeks. The three sampled schools consist of one All-boy, one All-girl, and one coeducational school respectively. A 3x3x2 factorial design was employed while data was collected using three instruments (Test of scientific reasoning skill, test of attitude towards science, and test of achievement in science). The resulting data were subjected to Analysis of Variance (2-way ANOVA) with repeated measures as well as graphical display. Result showed that while outcome varied along test types, with attitude most favoured, there was no interaction with either school type or gender. However, HPLC proved more effective in improving students’ learning outcome across school types and gender. It was concluded that while all school types had the same effect on learning outcome of science students, there is a need to employ adequate curriculum models that afford learners the opportunity to learn science the way scientists do as well as provide adequate and conducive physical, social and psychological science learning environments for all school types and for both sexes.

Publication Title Innovating Science Education for Technical Entrepreneurship: The Curriculum Dimension

Publication Type journal

Publisher Business & Entrepreneurship Journal, vol.2, no.2, 2013

Publication Authors Clara Dumebi Moemeke1

Year Published 2013-03-03

Abstract The status and rating of nations today in the League of Nations are dependent on the capacity to meet the domestic needs of citizens as well as positing products in the global marketplace. Innovation in Technical and Vocational Education occupies an important place in the ability of nations to achieve this. This paper advocates needed innovations in the curriculum of technical and vocational institutions through integration of entrepreneurship education programmes. Suggestions for improvement in the entrepreneurship qualities of Technical and Vocational graduates were also proffered

Publication Title USING LABORATORY MANUAL WITH VISUAL INFORMATION PROCESSING AIDS TO FACILITATE BIOLOGY STUDENTS' ACQUISITION OF SCIENCE SKILLS

Publication Type conferenceproceeding

Publisher Higher Education, Partnership, Innovation

Publication Authors CLARA DUMEBI MOEMEKE PHD

Year Published 2009-09-07

Abstract The study (which is part of a larger study) sought the effects of a laboratory manual incorporating Visual Information Processing Aids (VIPA) on Biology students' acquisition of manipulative skills during laboratory activities. Twentytwo out of the one hundred and ten senior secondary school two students were randomly selected and assigned to experimental(n=12)and control (n=10)groups. Treatment lasted for five weeks during which three concepts in Biology (Effects of saliva on starch, test for mineral salts in a sample of garden soil, and diffusion in liquids) were investigated. The experimental group carried out activities using VIPA-included laboratory manual while the control group utilized the zero VIPA manual for the same purpose. Data generated were analyzed using means, ANOVA and t-test. Results showed a significant difference in the manipulative skill exhibition of the experimental group over the control in virtually all the subscales of the manipulative skill checklist designed by Dechsri, Espinosa, Mui, and Nanji (1987) and used by Dechsri, Jone,s and Heikkinen (1997).

Publication Title EFFECTS OF LEARNING CYCLE CURRICULUM MODELS ON MALE AND FEMALE STUDENTS’ SCIENCE LEARNING: IMPLICATIONS FOR PREPARATION OF QUALITY YOUNG SCIENTISTS

Publication Type journal

Publisher TWOWS AFRICA INTERNATIONAL JOURNAL OF SCIENCE AND TECHNOLOGY

Publication Authors Moemeke, Clara D. and Omoifo Christy N

Year Published 2010-06-01

Abstract The study is an investigation of the effect of two learning cycle curriculum models [hypothetico-predictive Learning cycle (HPLC) and Descriptive Learning Cycle (DLC)] and expository approach (TEA) on male and female students' science learning outcome. The rationale for the study among others is to determine any differential effect of the curriculum models on male and female students within the science learning environment. A quasi-experimental design (Non-equivalent group) was adopted. Two hundred and seventy-three senior secondary two students in nine intact classes who were randomly assigned to treatment groups participated in the study. These subjects were drawn from one Co-educational, one All-boys, and one All-girls school equivalent in facilities, teacher qualities, and students’ initial ability. The study lasted for eight weeks at the end of which three instruments were used to collect data. They are the Test of science achievement (TSA), Test of scientific reasoning skills (TSRS), and Test of attitude towards science (TATS). Data generated were subjected to 3-way repeated measures analysis of variance. The result showed that there was a significant effect of instructional models on science students learning outcome with the HPLC proving superior and TEA least superior. School type was also found to significantly affect students learning outcome in science. All-boys school students showed the highest gains from the instructional models and the co-educational students least gain across the three outcome measures. All-girls students showed the highest gain in attitude compared to others with co-educational students showing the least. However, no significant effect of gender was found across all measures. It was therefore concluded among others that curriculum model and school type may be responsible for differences in science outcome previously attributed to gender.

Publication Title Information and Communication Technology in Curriculum Implementation: A Panacea for the Production of Effective and Efficient Manpower Need in Nigeria

Publication Type journal

Publisher Approaches in International Journal of Research Development

Publication Authors Obiajuru Evarista Efedi and Clara D moemeke

Year Published 2010-08-02

Abstract The focus of this paper is to highlight the immeasurable impact of information and communication technology in the implementation of the national curriculum for the production of effective and efficient manpower need for national growth and development. The concepts of curriculum implementation and information and communication technology were thoroughly explained. Numerous roles of ICT in curriculum implementation were highlighted and they include–storage, dissemination, analyzing, stimulating, interaction, communication, wide audience coverage, overcoming physical limitation, productivity, individualizing instruction to mention a few. The paper also highlighted some careers requiring ICT service such as teaching itself, banking and finance, health came delivery management and administration etc. some problems such as poor infrastructure, poor funding, limited access to internet, inadequate skill manpower and poor planning were also touched. The paper concluded by advancing some recommendations to enhance effective use of ICT services toward the production of good manpower need for national growth and development; these include; provision and sustenance of good infrastructure, issuing of license to more internet service, provision of many computers to schools, in-service training, ICT a pre-requisite for job use on cyber café among others.

Publication Title Can Integrating Media into Science Learning Activities Improve Students’ Learning Outcomes?

Publication Type journal

Publisher American Journal of Educational Research

Publication Authors Clara Dumebi Moemeke*

Year Published 2014-03-06

Abstract Abstract Improving science teaching as a way of improving science products in Nigerian schools is a top priority of the present. This is due to the importance attached to the vision 20:2020 policy of the government which is striving to use science learning as a launching pad for growing her economy. However, the exigencies of the present economic situation of most countries including Nigeria show strict economic policies that have placed constraints on funding of science education. This has resulted in poor and ill-equipped laboratories, poor manpower, inadequate resources for the teaching of science, and consequently, poor science products. The attention of science practitioners has therefore turned to other possible ways of improving science teaching and learning in schools. The attributes of videos and other audiovisuals in compelling learners to learn have been variously reported. This study thus investigated the effect of these audiovisuals in helping science learners improve learning outcomes in science. 40 SS2 students in two groups of 22 (experimental) and 18 (control) participated in the study that lasted for seven weeks. A pretest-posttest-control group design was adopted. While the experimental group viewed videos of the conduct of experiments and activities before engaging in the same activities, the control group used manuals carefully prepared by the researcher showing experimental procedures. Three instruments: test of attitude towards science, test of manipulative skill, and test of achievement in science concepts were administered to both groups. Data collected were subjected to t-test and the result showed no significant difference between the experimental and control groups in attitude, manipulative skill, and achievement except in the overall performance in which the experimental group showed marginal superiority. The study concluded that though there are inherent benefits of the use of audio visuals in science teaching, there is a need to apply it in addition to other techniques. It also recommended the enhancement of the videos with direct focusing attributes to improve their effectiveness

Publication Title RESTRUCTURING SCIENCE EDUCATION IN NIGERIA FOR SKILLS ACQUISITION AND DIVERSIFICATION: A PANACEA IN RECESSING ECONOMY

Publication Type journal

Publisher ASSOCIATION FOR ENCOURAGING QUALITATIVE EDUCATION IN NIGERIA (ASSEQEN

Publication Authors Moemeke, Clara D. (Ph.D)

Year Published 2010-09-14

Abstract Today's world has brought to the fore the importance of human capital development on national economic development. Nigeria's struggle for economic growth as seen through her many economic reforms since independence has not yielded expected results. This paper draws a link between adequate science education for skilled manpower production and economic and technological growth. The unprecedented neglect and lip service to skilled manpower development through practical science and laboratory research is seen as the bane of Nigeria's national economy. The paper advocated curricula reforms in senior secondary and tertiary level science to include contemporary science issues in world affairs, encouragement of imaginative thinking and researches into science-related market force dynamics on the economy. The paper calls for a science education plan for Nigeria in this millennium, a science research agenda in line with the lessons of the economic meltdown, the removal of obsolete content from the science curricula, and the restructuring of science outcome assessment patterns against the cognitive stance presently in operation.

Publication Title ACHIEVEMENT OF UNIVERSAL BASIC EDUCATION IN NIGERIA: THE ROLE OF TERTIARY INSTITUTIONS

Publication Type journal

Publisher NATIONAL ASSOCIATION FOR THE ADVANCEMENT OF KNOWLEDGE

Publication Authors Clara D. Moemeke and Caroline O. Nwaham

Year Published 2011-05-11

Abstract The last four decades in the history of Nigeria witnessed a series of educational experiments. These experiments were responses to national demands for an education that will meet the developmental needs of a developing nation such as Nigeria. Most of these programmes suffered implementation problems that saw their early demise. The Universal Basic Education (UBE), a new initiative for change, with laudable objectives could provide the catalyst for steady technological growth in Nigeria if adequate measures are taken to ensure proper implementation. The paper looked at what the institutions of higher learning in Nigeria could do to come to the rescue of the UBE in the face of some indications emerging and calls for early intervention by the academic community. The paper recommended among others, the implementation of 26% of the annual budget to the education sector as recommended by UNESCO for the funding of the UBE in other to ensure successful implementation of the programme and regular research support by the academics on implementation strategies and performance monitory of the programme.

Publication Title INTEGRATING SCIENTIFIC LITERACY AND COMMUNICATION IN THE CURRICULUM: A PATHWAY TO BRIDGING THE SCIENCESOCIETY GAP

Publication Type journal

Publisher Zamfara IJOH

Publication Authors CLARA D MOEMEKE Ph.D

Year Published 2023-07-03

Abstract

Publication Title Relevance of Students' Scientific Literacy to Understanding of Environmental Sustainability: Implications for Curriculum Development

Publication Type journal

Publisher APPROACHES IN INTERNATIONAL JOURNAL OF RESEARCH DEVELOPMENT

Publication Authors CLARA DUMEBI MOEMEKE

Year Published 2011-12-06

Abstract The study was carried out to find out the level of scientific literacy of Nigerian tertiary-level students and the relationship with their knowledge of global environmental sustainability issues of 21" century. Eighty-five tertiary level students were randomly selected from three faculties/schools from three institutions in Delta state of Nigeria. A modified Richard Carrier's internet fiddle test of scientific literacy was administered to the sample after an awareness programme on environmental sustainability had been given. A test of knowledge of environmental sustainability was administered two weeks later. The result revealed a very low scientific literacy level in the sample and a significant correlation coefficient between scientific literacy and environmental sustainability. Science and nonscience majors in the sample were found not to differ both in their scientific literacy level and in their knowledge of environmental sustainability. A broad-based curriculum flexible enough to accommodate contemporary issues of global interest was recommended among others.

Publication Title EFFECT OF INSECURITY ON CURRICULUM IMPLEMENTATION IN SECONDARY SCHOOLS IN NIGERIA: NOW AND THE FUTURE

Publication Type journal

Publisher University of Delta journal of contemporary studies in Education

Publication Authors Friday.O. Onyeagwu1; Christiana. O. Nwadiokwu2; Clara. D. Moemeke3

Year Published 2023-10-10

Abstract The fact that Nigeria is prone to innumerable acts of instability and terrorism, which have jeopardized the whole population's lives, is no longer news. The country has experienced the loss of lives and property due to the actions of Boko Haram, assassination, electoral violence, kidnapping and hostagetaking, and many other vices. The threat of vulnerability extends to the educational system as well. It is common knowledge that a supportive atmosphere is necessary for effective learning. But today, Nigeria's learning environment is no longer safe and secure, which has impacted how the country's secondary schools are implementing the curriculum. The government made frantic attempts to address these problems with insecurity in the nation but to no avail. Therefore, this study used Delta State as a case to empirically evaluate the impact of insecurity on curriculum implementation in secondary schools in Nigeria. Keywords: Insecurity, Curriculum, Implementation, Secondary Schools The validated questionnaire created for the study received responses from 240 (two hundred forty) male and female students. For the investigation, three (3) hypotheses were developed. To test the hypotheses, means and standard deviation were computed, and a ttest was performed. The execution of the curriculum was found to be significantly impacted by insecurity, which also impacted the pupils' academic achievement. Due to this, the nation's educational progress appears to be in very poor shape. It was suggested, among other things, that everyone should be concerned with school security if it must be attacked from all angles. The government and administration of schools were advised to install monitoring around schools to keep agitators away from the learning environment to keep schools safe for the future.

Publication Title QUALITATIVE RESEARCH: A FUTURE ROAD MAP FOR EDUCATIONAL RESEARCHERS IN NIGERIA

Publication Type journal

Publisher University of Delta Journal of Contemporary Studies in Education

Publication Authors Caroline Ochuko Alordiah1; Pauline Ifeyinwa Tibi2; Florence Chiedu Omumu3; Olufunke Chenube4; Clara Dumebi Moemeke5; Isabella Ezinwa Okokoyo6

Year Published 2023-09-10

Abstract This article examines the issues of using qualitative methods in educational research among Nigerians. With the increase in the need to properly understand the issues, phenomena, and activities around educational settings, the need to encourage researchers to use qualitative methods is paramount. This paper explores the different designs, data collection techniques, sampling methods and how to ensure validity and Keywords: Qualitative research (QR), educational research, data collection in QR, research design in QR, research techniques in QR ethical consideration. The article also investigated the benefits and shortcomings of qualitative research. The paper provided a model to demonstrate the future directions of qualitative educational research in Nigeria. It was recommended that educational researchers should carry out the actions provided in the model. If done, it will provide a springboard for properly integrating qualitative approaches into educational research

Publication Title ANALYSIS OF POST-ADAPT LECTURERS' ICT TOOLS UTILIZATION: CONSEQUENCES FOR E-CURRICULUM DELIVERY IN NIGERIA

Publication Type journal

Publisher ASSOCIATION OF NIGERIAN ACADEMICS (ANA)

Publication Authors DR. MOEMEKE, CLARA DUMEBI

Year Published 2012-03-06

Abstract The study is a tracer study of ex-participants in the Nigeria Communications Commission (NCC) -sponsored Information and Communications Technology (ICT) empowerment programme for tertiary institutions in Nigeria. The project being implemented by the Digital Bridge Institute (DBI), the training arm of NCC took off in 2006. The programme has trained more than five thousand professors, lecturers, and senior non-teaching staff of Universities, Colleges of Education, and Polytechnics in Nigeria since its inception. The purpose of the training is to empower staff of tertiary institutions in the use of computers and electronic modes of communication generally and particularly in curriculum delivery as well as become a pedestal for entrenching ICT literacy among Nigerian graduates who are the future workforce of the nation. The study thus aimed at finding out how much of ICT tools is being utilized by the lecturers trained in the Advanced Digital Appreciation Programme for Tertiary Institutions (ADAPT) in teaching in line with the opportunities offered by e-learning strategies Three hundred and twenty-two ADAPT-trained lecturers were randomly sampled an administered with two questionnaires electronically. Data that resulted when analyzed using frequency and percentages, showed poor ICT utilization in the sample even when they unanimously agreed with the high efficacy of the e-learning mode in meeting today’s global classroom challenges. Suggestions that have implications for the training programme and development of ICT culture in curriculum delivery were made.

Publication Title PRIMARY SCHOOL LEAVERS' AWARENESS OF CLIMATE CHANGE IN DELTA STATE: IMPLICATIONS FOR SCIENCE CURRICULUM DEVELOPMENT

Publication Type journal

Publisher NIGERIAN JOURNAL OF CURRICULUM STUDIES

Publication Authors Moemeke, Clara Dumebi and Nwabuwe, Henrietta Ifeanyichukwu

Year Published 2013-09-12

Abstract The study investigated the awareness level of primary school science learners on climate change. The purpose was to determine the awareness level of children at that level of education of global issues that have implications for their future. A total of six hundred and thirty-two pupils from seventeen primary schools were randomly sampled for the study. Iwo research questions and three null hypotheses were tested in the study. A 28-item Knowledge of climate change assessment inventory (KCCAI) constructed by the researchers was used to collect data. The result showed a very low level of awareness of the learners on the concept. T-tests also showed a significant difference in the awareness level of boys and girls and between pupils from urban and rural schools. It was concluded that the present curriculum in use in primary schools is deficient in its content of contemporary concepts such as climate change and makes a case for its inclusion in that level of education. The importance of this in nurturing a positive attitude towards the environment in primary school children was emphasized.

Publication Title TRAINING SCIENCE TEACHERS FOR GENDER RESPONSIVE CURRICULUM IMPLEMENTATION

Publication Type journal

Publisher INTERDISCIPLINARY JOURNAL OF GENDER AND WOMEN DEVELOPMENT STUDIES

Publication Authors Clara D Moemeke; Florence C Omumu; Gilbert Chukwuka Ugbebor and Olufunke O Chenube

Year Published 2019-04-03

Abstract The low representation of women and girls in certain science and technology fields and careers has become a cause for concern. For this reason and more, there have been calls for gender equity in the classroom. The result is a search for and recommendation that gender responsive pedagogies (GRP) be adopted by teachers and school managers in order to create equitable learning environments and classroom opportunities suitable for learning and participation by both gender. As apt as this recommendation is, teachers' skills, knowledge and attitude toward its implementation stands as major obstacles to its success. Noteworthy is the fact that teachers come from an already gendered society where cultural and religious issues about gender are prevalent. This paper looks at training teachers through innovative curricula reforms in teacher education institutions towards production of professionally competent teachers for the implementation of the programme. Apart from institutional efforts at the preservice level, other training platforms are also recommended for teachers' knowledge, skills and attitude enhancement towards appropriate implementation of gender responsive pedagogy.

Publication Title INSTRUCTION-RELATED MENTAL ABUSES OF PRE-SCHOOL CHILDREN: IMPLICATIONS FOR CURRICULUM IMPLEMENTATION

Publication Type journal

Publisher JOURNAL OF EARLY CHILDHOOD ASSOCIATION OF NIGERIA

Publication Authors Clara Dumebi MOEMEKE, Ph.D and Gilbert C UGBEBOR

Year Published 2017-05-06

Abstract Issues of child abuse have become more prevalent in the society even in the Early childhood and Care (ECC) centres. This abuse assumes different shapes and dimensions. Common but often neglected in the advocacy against child abuse is mental abuse of the child through instructional process. The paper examined the National Policy on Education and the National Curriculum of Early Childhood recommended practices for the early childhood level and identifies ways and practices by which caregivers and teachers at the early childhood centres abuse the children mentally through inappropriate curriculum implementation and instruction. Training of caregivers in developmental theories and pedagogy, strict compliance with requirements for approving ECC centres and application of the principles and philosophy of differentiated instruction in the implementation of preschool curriculum content were recommended.

Publication Title GENDER-BASED BIASES IN CLASSROOM ACTIVITIES: IMPLICATION FOR CURRICULUM DELIVERY

Publication Type journal

Publisher GENDER STUDIES ASSOCIATION (GSAN)

Publication Authors Clara D Moemeke; Olufunke Chenube & Florence Omumu

Year Published 2018-04-20

Abstract Gender messages are all around us. From images in schoolbooks to images to those on the cover of notebooks and textbooks. In spite of these, gender equity and equality have remained contested subjects in some quarters. Societies require the contribution of all the citizens to develop especially in this time of depression. Individuals, both women, and men, therefore, need to develop their potential to the fullest to live fruitful adult lives irrespective of gender. Most of an individual's attributes attitudes and desires begin to develop while in school. The classroom, therefore, is the platform for nurturing potential, visions, and ambitions. In spite of policies directing on involving gender perspectives in all issues of life, it is obvious that teachers and school managers are still oblivious to the remarkable impact of their classroom practices and actions during curriculum implementation on students' genders and how to mainstream gender to achieve equity in their classrooms. This paper, therefore, focuses on how teachers and other school workers could employ the gender mainstreaming strategy to further improve equity and outcomes in their students.

Publication Title INSTRUCTION-RELATED MENTAL ABUSES OF PRE-SCHOOL CHILDREN: IMPLICATIONS FOR CURRICULUM IMPLEMENTATION

Publication Type journal

Publisher JOURNAL OF EARLY CHILDHOOD ASSOCIATION OF NIGERIA

Publication Authors Clara Dumebi MOEMEKE, Ph.D and Gilbert C UGBEBOR

Year Published 2017-05-06

Publication Title PRESCHOOLERS' EXPERIENCES OF TEACHERS' VERBAL AND PSYCHOLOGICAL ABUSE

Publication Type journal

Publisher JOURNAL OF EARLY CHILDHOOD ASSOCIATION OF NIGERIA

Publication Authors Olufunke Chenube, Ph.D; Veronica Anaezionwu ; Clara Moemeke

Year Published 2017-09-13

Abstract The impact of verbal and psychological abuse on children may not be immediate, but it is lifelong. Many parents and teachers take verbal abuse as normal without considering the emotional wounds and pains it leaves on young children. This study focused on preschoolers' experiences of verbal and psychological abuse by their teachers. One hundred and one preschoolers in five public ECCE centres in Delta North Senatorial District were purposively selected for the study. The instrument used for the study was Preschoolers' Verbal and Psychological Abuse Questionnaire developed and validated by the researchers. The results of the study established the prevalence of verbal and psychological abuse in preschoolers. It was recommended that schools should put strategies in place to identify and sanction teachers and caregivers who abuse children verbally or psychologically.

Publication Title THE EFFECTIVENESS OF INDIVIDUALIZED, COLLABORATIVE F1ELDWORK, AND EXPOSITORY LEARNING ON BIOLOGY STUDENTS' ABILITY TO SOLVE PROBLEMS.

Publication Type journal

Publisher THE JOS JOURNAL OF EDUCATION

Publication Authors CLARA DUMEBI MOEMEKE AND CHRISTIANA NKECH1 OMOIFO (Ph.D)

Year Published 2003-01-01

Abstract This study investigated the effects of involving students in participatory ecology fieldwork either in small groups or as independent investigators on their eventual ability to solve ecology' problems. Three intact classes (two experimental and one control) were used for the study. Two major instruments - written lesson plan for both the experimental and control classes for the three ecology topics selected for investigation and an Ecological Problem-Solving Test (EPST) consisting of 14 multiple choice items drawn from the three content areas selected for the study were used. Fifteen teaching sessions were carried out in all the selected schools. Data were generated as pre and post-test scores and analyzed using Analysis of Covariance. Results reveal the superiority of individualized fieldwork over collaborative fieldwork and expository approach. The inability of the collaborative group students to achieve significantly better was explained by a lack of deep conceptual understanding, poor domain-specific knowledge, and the short period of treatment, which may not have allowed for adequate collaboration. Considering that individualism ensures and reveals each student's abilities, shortfalls, and aptitude and collaboration may provide a cover for them by promoting group excellence. It was recommended that biology teachers be sensitized to utilize the inherent benefits of independent work and intersperse them with some measure oj group or collaborative work.

Publication Title TEACHER'S POSITIVE FEELINGS/BEHAVIOUR: BRIDGING THE GENDER INEQUALITY IN NIGERIAN PUBLIC SECONDARY SCHOOLS SCIENCE PERFORMANCE

Publication Type journal

Publisher INTERDISCIPLINARY JOURNAL OF GENDER AND WOMEN DEVELOPMENT STUDIES

Publication Authors Onyeagwu, Friday O., Ph.D and Moemeke, Clara D., Ph.D

Year Published 2019-09-19

Abstract Getting students' both male and female’s attention is a way to engage them in learning activities and this poses a challenge to teachers. Hence, this study investigated how to create equality between male and female students in the study of science. The researcher tested the use of teacher's positive feelings and behaviour in the performance of male and female students. A total of one hundred and ten (110) SSI sciences (50, males and 60 females) in ten SSI schools in Ika South Local Government Area of Delta State were used for the study. The quasi experimental design involving pre-test, -post-test control group experimental design was used t-test was used to analyse the posttest achievement scores of male and female students that were taught by teachers with positive feelings and behaviours and these were not significantly different (t=0.60; df-108; P<.05). As a result of this, recommendations were made that there should be improvement in science teachers’ feelings and behaviour to students. This is to bring about equal performance of boys and girls in science subjects.

Publication Title GENDER AND TRANSFORMATIVE LEADERSHIP BY PRINCIPALS OF SECONDARY SCHOOLS IN IKA LAND: ROLE OF CURRICULUM EDUCATORS

Publication Type journal

Publisher INTERDISCIPLINARY JOURNAL OF GENDER AND WOMEN DEVELOPMENT STUDIES

Publication Authors CHRISTIANA N. NWADIOKWU Ph.D & CLARA D.MOEMEKE Ph.D

Year Published 2020-04-17

Abstract This study is an attempt to investigate gender and practices of Transformative Leadership by principals of secondary schools in Ika Land of Delta State. This study utilized a stratified random sampling technique to select five secondary schools in Ika Land. A total of 100 subjects made up of Principals, Teachers, and Students were randomly selected from the five schools. The questionnaire tagged Transformative Leadership Style and Education at the secondary level (TLSAEASL) was administered to the 100 subjects. Numerals and percentage techniques were used to analyze the data collected. The result indicated amongst others that the transformative leadership style varied by gender and affect school administration. The study proposed several recommendations among them are that there should be seminars for Principals and Teachers, In-service Training to improve the leadership style of school principals.

Publication Title TRANSFORMATIONAL LEADERSHIP PRACTICE AMONG SECONDARY SCHOOL SCIENCE TEACHERS: IS THERE GENDER AND LEARNING OUTCOME DISPARITY?

Publication Type journal

Publisher INTERDISCIPLINARY JOURNAL OF GENDER AND WOMEN DEVELOPMENT STUDIES

Publication Authors CLARA D MOEMEKE Ph.D CHRISTIANA N.NWADIOKWU Ph.D

Year Published 2019-04-05

Abstract The study investigated the impact of science teachers' use of transformational leadership style on secondary school students' achievement and attitude towards science. It also investigated whether the implementation of science teaching using a transformational leadership style is gender specific. Three hypotheses guided the study. Forty-five SS11 science students in two intact classes formed the sample for the study. Four biology teachers (two males and two females) were adjudged as transformative and non-transformative (Two each) after responding to a multifactor 12-item 4-point leadership questionnaire designed by Bass and Avolio (1992) and used by Balasubramanian and Krishnan (2012) were selected for the study. Each class was taught by either transformational or non transformational teachers for six weeks. Prior to the classroom episodes, students responded to a 22-item 4-point likert scale test of attitude towards science (TAS) and a 20-item test of achievement in science (TATS) designed by the researchers and which was also re-administered as a posttest. One-way Analysis of variance was used to find the significance of the difference in means of the two groups. Results showed no significant difference in male and female teachers' use of leadership style the two groups of students differed significantly in their learning outcomes. The study recommended that pre-service and service teacher training should begin to focus on non-cognitive aspects of teachers' development in addition to their scientific knowledge as important aspects of their qualification for teaching science. Also, regular leadership training for teachers is advocated

Publication Title OPTIMIZING STUDENTS PROBLEM-SOLVING AND DECISIONMAKING THROUGH A SCIENCE-TECHNOLOGY-SOCIETY CURRICULUM FOR PEACE AND SECURITY

Publication Type journal

Publisher AFRICAN JOURNAL OF STUDIES IN EDUCATION

Publication Authors Moemeke, Clara D. (Ph.D), Onyeagu, Friday. O (Ph.D)

Year Published 2013-04-04

Abstract The study investigated the effect of an STS curriculum on students problemsolving and decision- making abilities in issues of peace and security in four secondary schools in Delta state. Eight intact classes consisting of 480 JSS II students (males 249, females 231) formed the sample of this number,240 students each belonged to the experimental and control groups respectively. A pre-test and posttest control group design was adopted and treatment lasted for ten weeks of one hour per week. Data was collected using two instruments adapted from Umoren (1991). Decision-Making Ability Test (DMAT) and Test of Problem Solving Ability (TOPSA) showed significant difference in students' problems solving and decision - making ability in peace and security issues in favour of the experimental group. Male students also showed superiority in the two variables over females. It was concluded that the STS curriculum could be a launching pad for promoting problem-solving and decision-making among learners early in life. Recommendations were offered towards adequate implementation of an integrated STS curriculum in secondary schools in Delta state.

Publication Title EFFECTS OF VISUAL INFORMATION-PROCESSING AIDS ON STUDENTS ATTITUDE AND LEARNING OF BIOLOGY

Publication Type journal

Publisher JOURNAL OF NIGERIAN EDUCATIONAL RESEARCH ASSOCIATION

Publication Authors Christiana Nkechi Omoifo and Clara Dumebi Moemeke

Year Published 2002-07-09

Abstract The study focused on investigating the effect of using laboratory manual with visual information processing aids in helping biology students learn practical biology against the use of textual ones. The idea is to identify variables that affect students achievement and attitude towards science learning. The study is a quasi-experimental design. Intact two classes were used for the study (experimental and control groups). Senior secondary class II biology students from a coeducational school in Boji-Boji Owa, Delta State, Nigeria, participated in the study. 110 students (sixty-three in the experimental group and forty-seven in the control group) participated in the study. There were 40 experimental males and 28 control males. Three instrument (Laboratory manuals consisting of the experimental version fortified with diagrams and the conventional one that is completely textual; the five – point Likert attitude scale adapted from Hofstein, Ben-Zvi and Samuel (1976); and a fourteen –item multiple choice achievement test designed by the researchers. Using Cronbach alpha, the internal consistency of the attitude scale was found to be 0.86, while kuder-Richardson 21 reliability score for the achievement test was 0.67. Data collected after five weeks of treatment was analysed using means, standard deviation and analysis of covariance. Result difference in attitude of students in the two groups. The negative attitude students in the experimental group showed remarkable improvement in posttest after using the experimental manual. It was concluded that experimental manual help the students process the information better and faster and was more beneficial to the students.

Publication Title Teacher Preparation For Effective Management Of Climate Changes In Secondary Schools In Nigeria

Publication Type journal

Publisher NIGERIAN JOURNAL OF CURRICULUM STUDIES

Publication Authors Onyeagwu, Friday Okonkwo; Moemeke, Clara Dumebi & Efedi, Obiajuru Evarista

Year Published 2014-09-16

Abstract The study investigated secondary school teachers' awareness of the causes and effects of climate change and how teachers' preparation can help create awareness in Delta state. Three research questions and three null hypotheses were formulated. The population of the study consisted of 1900 secondary schools teachers from the three senatorial district of Delta State. The questionnaire titled Teachers Awareness and Management of Climate Change (TAMCC) was validated. Its reliability index is 0.85. Mean score and t-test analysis were used. Findings revealed that teachers are not aware of the causes and effects of climate change. Conclusions and recommendations were made that secondary school teachers should be encouraged to attend seminars, workshops and conferences to update their knowledge. It was further recommended that Guidance counselors should be used to collaborate with classroom teachers to create awareness on the issues of climate change between teachers and students.

Publication Title SCIENCE EDUCATION AND THE DEVELOPMENT OF DECISION-MAKING ABILITY: A CURRICULUM IMPLEMENTATION DIMENSION

Publication Type journal

Publisher NIGERIAN JOURNAL OF CURRICULUM STUDIES

Publication Authors Moemeke, Clara Dumebi (Ph.D)

Year Published 2017-09-21

Abstract The Curriculum is an instrument for the improvement of the quality of life and living of individuals and society. Quality science and eventful science practice demand the development of decision-making competencies with regard to science and societal problems. This study investigated the possibility of targeting the development of decision-making capacity among science students as an outcome of instruction. Four hundred and eighty SSII students in six intact classes of three purposively selected secondary schools participated in the study. A non-equivalent group design (factorial) was adopted. A 36-item Decision-Making Ability Test (DMAT) segment of Umoren (1991) Test of Science, Technology and Society (TOST) instrument was used to collect data after an eight-week treatment using the problems solving heuristics (PSH) as a science instructional tool. Experimental subjects showed better ability to make authentic science favoured decisions than their control counterparts. Sex and religion were also found to influence the ability to take decisions about science-related societal problems. The need to target its development via appropriate curriculum implementation devices was advocated

Publication Title DEVELOPMENT OF BASIC EDUCATION IN NIGERIA: THE PLACE OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT).

Publication Type journal

Publisher AFRICAN JOURNAL OF STUDIES IN EDUCATION

Publication Authors Onyeagwu, F.O (Ph.D) & Moemeke, C. D (Mrs) (Ph.D)

Year Published 2013-04-16

Abstract The importance of Information Communication and Technology (ICT) in all aspects of education cannot be underestimated. ICT in education has been continuously linked to higher efficiency, productivity, and educational outcomes, including quality of cognitive, creative and innovative thinking. In response to the global imperative of education for all, the Nigerian Universal Basic Education is focused on integrating ICT into the mainstream of education and training. The study explores Nigeria's ICT in education policies, implementation efforts and availability of ICT tools in schools teacher's knowledge and experience in use of ICT for classroom activities. The survey research method was adopted and validated and 50 item-questionnaire was administered to education teachers in the three senatorial districts of Delta State. A population of 400 subjects was used and findings showed that Nigeria is yet to full, commit to ICT integration in basic education. Finally, conclusions and recommendations were drawn.

Publication Title THE ROLE OF FUNCTIONAL PRIMARY EDUCATION IN SELF RELIANCE AND NATIONAL TRANSFORMATION: IMPLICATIONS FOR TEACHER EDUCATION DEVELOPMENT

Publication Type journal

Publisher SPECIAL EDITION AJOSE AFRICAN JOURNAL OF STUDIES IN EDUCATION

Publication Authors EFEDI OBIAJURU EVARISTA & MOEMEKE CLARA DUMEBI (PhD)

Year Published 2013-11-06

Abstract This paper focuses on the role of functional primary education, self-reliance and national transformation in Nigerian. The paper explained the concept of education and its essence to humanity. The concept of primary education, its rationale, and what self-reliance stands for. It also highlighted the concept and role of functional education for effectiveness and efficiency. The goals and objectives of primary education as stated in the national policy were also stated to re-emphasize the aim of this paper. Giving a critical look at some factors that inhibit effective teaching in primary schools, the paper pointed out the issue of responsibility and control/funding, wide disparities in learning outcomes and school participation, gap between the content of teacher training programme and pedagogical skills required, poor teacher deployment, indiscipline/examination malpractice, policy issues and poor parental guidance/inadequate counselling services in schools. Touching its implications on teacher education development, the paper proposed some suggestions which include; a re-introduction of Teacher Training Colleges for TCII Certificate, proper training for appropriate knowledge and skills, increased incentives, professionalization of teaching, establishment of quality assurance unit, provision of adequate fund, sanitizing teachers' recruitment and deployment procedure among others

Publication Title IMPROVING TEACHERS' CONCEPTUAL CHANGE THROUGH MENTORING STRATEGIES: IMPLICATION FOR QUALITY SCIENCE TEACHING

Publication Type journal

Publisher SPECIAL EDITION AJOSE AFRICAN JOURNAL OF STUDIES IN EDUCATION

Publication Authors Moemeke, Clara Dumebi (Ph.D) & Efedi, Everista Obiajuru

Year Published 2013-11-14

Abstract That there exists a relationship between the quality of science classroom deliveries and the quality of science learning as well as the quality of science products from our schools is no more a hidden fact. Quality science teaching taps on the teacher's pedagogic competence as well as his knowledge of subject matter. This study investigated the effect of mentoring as a tool for helping science teachers improve their competence in science teaching. Thirty biology teachers from two local government areas in Delta state in two groups (N = 12 and N = 18) formed the sample of the study. The experimental group (N = 12) was mentored by an experienced biology teacher for ten weeks on concepts in biology that teachers confessed they dreaded, new methodologies in biology teaching, preparation of lessons, field practicals laboratory activities, and effective classroom climate. The control group was not mentored. Data were collected using the Test of Biology Content Knowledge (BCK) for teachers and a questionnaire of Teacher's Perception of his Practice (TPP) and analyzed using means, standard deviation, t-tests and graphical representation. Results showed a significant effect of experimental treatment on teachers' competence but not in teachers' knowledge of content or subject matter. Recommendations for effective incorporation of mentoring into teacher life-long learning and competence development programmes within the quality teaching paradigm were made.

Publication Title POSITIVE SCHOOL CLIMATE: CONCEPT, CHARACTERISTICS AND RATIONALE

Publication Type journal

Publisher SPECIAL EDITION AFRICAN JOURNAL OF STUDIES IN EDUCATION

Publication Authors MOEMEKE, CLARA DUMEBI (Ph.D.) CHENUBE, OLUFUNKE O (Ph.D.)

Year Published 2015-09-16

Abstract There has been a continuous increase in the number of calls for schools that promote safety and enhance academic freedom. Since the turn of the 21" century and as a signatory to the Education for All (EFA) document of the United Nations, the search for possibilities for improving Nigerian educational provisions as a platform for improving students' performance which it is believed, will produce the needed impetus for improving her economy has become quite expedient. The knowledge that the extents to which teachers are able to perform their professional tasks and learner are able to achieve is determined by a matrix of factors that pervade the environment of the school which are both physical and psychosocial. These factors, though subtle, are responsible for the perceivable atmosphere or climate of a school and determine the psychological, social, and ambiance of the school. This paper discusses the concept of positive school climate, what characterizes it, and the rationale for fostering, and encouraging positive school environments in Nigeria. Some recommendations for improving the climate in Nigerian schools were made

Publication Title CLIMATE CHANGE CURRICULUM: IMPLICATION FOR TEACHING SCIENCE TO CHILDREN AT EARLY YEARS.

Publication Type journal

Publisher SPECIAL EDITION AFRICAN JOURNAL OF STUDIES IN EDUCATION

Publication Authors Nwabuwe, Sunday Nathaniel; Nwabuwe, Henrietta Ifeanyichukw & Moemeke, Clara. D. Ph.D

Year Published 2015-09-16

Abstract Curriculum development processes usually involve identifying an underlying philosophy or belief about what, why and how teachers do what they do. A curriculum acts as a dynamic force in the development of young children and must be reviewed periodically to remain relevant and effective in preparing children for life in a rapidly changing world. Current early childhood curriculum practices throughout the world are increasingly influenced by new knowledge emerging from the growing body of research on brain development and early learning, and the type of learning environments that best promote children's development and learning in ways that are age-appropriate. Climate change is one of the major challenges of our time and adds considerable stress to our societies and to the environment. From shifting weather patterns that threaten food production to rising sea levels that increase the risk of catastrophic flooding, the impacts of climate change are global in scope and unprecedented in scale. Without drastic action today, adapting to these impacts in the future will be more difficult and costly. Based on this, the paper reviewed teachers’ education, curriculum, climate change and science in early years teaching and some suggestions were made.

Publication Title ASSESSMENT OF ENTREPRENEURSHIP SKILL OF STUDENTS INVOLVED IN INTEGRATED INFORMAL APPRENTICESHIP PROJECT: IMPLICATION FOR CURRICULUM INNOVATION

Publication Type journal

Publisher University of Delta Journal of Contemporary Studies in Education Vol. 1 No. 1

Publication Authors Clara Dumebi Moemeke

Year Published 2022-08-23

Abstract Youth unemployment has become a major challenge for governments of developing nations like Nigeria. The government of Nigeria took a curriculum dimension to solve the problem by including trade and entrepreneurship subjects in the curriculum innovated by the Nigerian Educational Research and Development Council for secondary schools. The intention is to foster entrepreneurship knowledge for wealth and job creation in students as a preparation for selfemployment after secondary education. The extent to which this inclusion has yielded anticipated results is still debatable and calls for an assessment of the programme's effectiveness and for more investigations and a way forward. In this light, this study assesses the entrepreneurship skills of secondary school students involved in integrated informal apprenticeship compared to their counterparts who learn entrepreneurship in school. One hundred twenty-one senior secondary school students were randomly sampled from three secondary schools in Delta State in the 2019/2020 academic session. The sample was divided into two groups based on the subject's responses to a 20-item questionnaire "Student" Engagement in After School informal Trade Survey (SEASITS) with a reliability coefficient of .75. While forty-three were found to be engaged in informal apprenticeship in different trades (G1), the remaining 78 do not combine schooling with trade/entrepreneurship (G2). A twenty-item Test of Entrepreneurship Skills, Innovation, Self- Efficacy and Problem-Solving (TESISPS) with a reliability coefficient of .82 was administered to both groups. The independent t-test statistics revealed a significant difference in both groups in all four variables, with the integrated apprenticeship group possessing superior means. The study concluded that infusing informal apprenticeship into the secondary school programme in students' trade of choice will enhance students' acquisition of important skills and attitudes toward entrepreneurship early in life and stern the tide of unemployment in Nigeria.

Publication Title Preservice Science Teachers’ Perceived Effect of Twitter Ban on Learning and Communication

Publication Type journal

Publisher TechTrends

Paper Link https://doi.org/10.1007/s11528-022-00810-0

Publication Authors Clara Dumebi Moemeke · Felicia Ofuma Mormah

Year Published 2022-10-21

Abstract This study investigated the perception of pre-service science teachers on the effect of the ban on Twitter- use in Nigeria in building learning communities, linkages, and accessing information. While the ban was predicated on allegations of hijack of the microblogging site for negative activities, there were outcries of its impact on learners who use the microblogging site to garner information and build professional learning communities. Multistage sampling technique was used to select 114 final year pre-service science education teachers from two Universities out of which only 84 were Twitter users. This number became the sample for the study. A 20-item modified Likert scale questionnaire tagged “Pre-service Science Teachers’ Perception of Effect of the Twitter ban on their community building” constructed by the researchers was used to collect data. The reliability of the instrument was found by Combach’s alpha reliability coefficient to be .75. Results show that eighty-four (73.7%) of pre-service science teachers utilize Twitter for learning while 76% express the view that the ban has an effect on building learning community but this perception was not gender-related. The subjects claim to have been disconnected from their professional communities and linkages due to the ban. Suggestions were made for a policy review.

Publication Title Enhancing Female Students Decision-Making Competency through Problem solving Instructional Model

Publication Type Poster

Publisher OWSD 5th General Assembly Kuwait 16-19th May, 2016

Publication Authors MOEMEKE, CLARA DUMEBI (Ph.D) & OMOIFO, CHRISTY NKECHI (PROF)

Year Published 2016-04-16

Abstract Design = Quasi-experimental, involving pre and posttests. Dependent variable = was students’ scores in decision-making test independent variables = the instructional models and sex. Population = 250 males and 230 females. Treatment = The experimental (PSH model) Control (expository model) for twelve weeks. Analysis technique = multiple regression, means and t-test. Result = Experimental group differed significantly [95,487(2, 479)= 95.487, p<0.05] in decision-making from the control group with a Beta value of .501 hence contributed more to the students’ score on decision-making than sex (? = .140). Females benefitted more [t=4.429(2, 238)] from the PSH (Mean = 66.52; SD = 6.552) than males (mean =62.22; SD =8.433).

Publication Title 21st Century Learning Technologies Use In Nigerian Classrooms: Issues, Prospects And Challenges

Publication Type conferenceproceeding

Publisher Association of digital education and communication Technology (ADECT)

Paper Link Oklahoma state university lobrary

Publication Authors Clara Dumebi Moemeke

Year Published 2019-03-14

Abstract The paper discussed the development in the technological space and how it impacts teaching and learning as well as its implication for teachers and teaching. It explored the technological changes that have occurred in the classroom which have redefined literacy and how learning occurs. The technologies that have found application in the classroom were discussed. The 21st Century learning framework describes the learning expectations in a digital world. The need for teachers to keep pace with the new technologies in teaching by upgrading their knowledge for use of these technologies in meeting the learning needs and expectations of the 21st Century students has become a necessity and is described in the Technology, Pedagogic Content Knowledge, (TPCK) paradigm. The paper outlined some issues and hindrances to the use of technology in Nigerian classrooms. It also recommended among others, the training and retraining of teachers if they must keep pace with teaching in the digital space, the acceptance of students' personal digital devices in the classroom in line with the 'Bring your own device' of Auckland and the improvement of the communication signals available to schools by the network providers.

Publication Title POTENCY OF FIELDWORK IN THE DEVELOPMENT OF PROBLEM-SOLVING ABILITIES IN ECOLOGY BY SENIOR SECONDARY SCHOOL BIOLOGY STUDENTS

Publication Type conferenceproceeding

Publisher Science Teachers Association of Nigeria

Publication Authors C. D. Moemeke

Year Published 2003-08-14

Abstract In view of high premium placed on teaching of ecology through fieldwork by the SSS biology Curriculum and the importance of acquisition of problem-solving skills and Environmental Education (E E), this study investigated the potency of studying ecology concepts through fieldwork instead of the traditional expository method of teaching. 161 SS II biology students divided into two groups of a semi-urban school (n =78,n=83) were taught ecology using fieldwork and expositing approaches respectively. Treatment lasted for a period of five weeks. An Ecology Problem-Solving Test (EPST) was used to generate pre-and post-test data. Means and t - test were used to analyse data. Results revealed a significant difference in achievement with the experimental group showing superiority. It was concluded that it is through field interaction that meaningful learning which is necessary for developing background experience for problem solving can be acquired.

Publication Title USING ICT TOOLS IN MINIMIZING COGNITIVE CONFLICTS IN THE LEARNING OF SCIENCE CONCEPTS: IMPLICATION FOR QUALITY TEACHING PARADIGM

Publication Type conferenceproceeding

Publisher FACULTY OF EDUCATION DELTA STATE UNVERSITY, ABRAKA

Publication Authors CLARA DUMEBI MOEMEKE (Ph.D)

Year Published 2011-08-09

Abstract The ICT platform has revolutionized the 21st century workspace. It application in teaching and learning has opened new horizons hitherto unknown. This study investigated the use of ICT study tools in minimizing cognitive conflicts which science learners encounter while learning science concepts. Sixty eight integrated science majors in two intact classes (N= 40, N=28)served as experimental and control groups respectively. A five week treatment programme in three selected concepts often adjudged by science learners as difficult was administered to the experimental class who used various ICT tools while the control group used textbooks as study materials for the concepts. t-test analysis of data generated from a 24-item test of science learning outcome(TSLO)showed no significant difference in outcome of both groups except in two of the concepts (advantage experimental group) when taken separately. Integrating ICT into pedagogic planning and as part of innovation in the 21st century teacher preparation curriculum was recommended.

Publication Title Perception of Heads of Department on Faculty Members’ Online Assessment Competence and Use for Evaluating Learning Outcomes

Publication Type conferenceproceeding

Publisher Oklahoma State University Libraries

Publication Authors Clara Dumebi Moemeke Ph.D and Felicia O. Mormah Ph.D

Year Published 2019-12-02

Abstract The study investigated the perception of Heads of Departments of a tertiary institution in southern Nigeria on their lecturers’ competence and use of online assessment in evaluating students’ learning outcomes’ by male and female. It also sought to find out if the gender of the Head of Department influenced perception. The aim was to find out if the HODs believe in the capability of their lecturers to utilize the innovation. A sample of Fourteen Heads of Departments was selected by stratified random sampling technique. This is to afford inclusion of all clusters. A 15-item 4-point likert scale questionnaire tagged “Perception of Heads of Departments on lecturers online assessment competence and use for evaluating learning outcomes (PHDQ)” was administered. Data collected was analyzed using the independent t-test to enable the comparing of means since the data was normally distributed and Levene test ensured equality of variance. Result showed that the gender of the Head of Department did not influence perception nor did it influence their views about lecturers’ competence and use of online innovation in assessment. The need for training was recommended as well as system policy change to enhance the use of online assessment innovation by College lecturers.

Publication Title EFFECTS OF MENTORING AND TEACHING PRACTICE PROJECTS ON NIGERIAN PRIMARY SCHOOL TEACHERS COMPETENCY DEVELOPMENT: IMPLICATION FOR QUALITY TEACHING

Publication Type conferenceproceeding

Publisher EDUCATION, RESEARCH AND INNOVATION. 2nd International Conference on Education, Research and Innovation (ICERI 2012)

Publication Authors Clara D. Moemeke ; Friday .O. Onyeagwu and Caroline O. Nwaham

Year Published 2012-09-28

Abstract Efforts have been on in the search for strategies that could improve teachers' knowledge and pedagogic skills for classroom practice. The student teaching practice (a period of internship) has been an age long practice of enabling pre-service teachers acquire teaching experiences and improve their skills about the profession. However, the need to explore other possibilities that could enhance the acquisition of the desired teaching skills informed this study. A sample of two hundred and forty teacher education students participated in the study out of which one hundred and twenty received mentoring either by an expert or from a peer before proceeding on teaching practice. A quasi experimental design was adopted. Data was collected using Teachers Test of Classroom Competency (TTCC). Result showed a higher competence level of mentored group over the control group (Non-mentored). The inclusion of mentoring as an additional strategy in would-be teachers training programme was recommended.

Publication Title CAUSAL PATHS AND DIRECTIONS OF THRESHOLD TIME AMONG INTEGRATED SCIENCE TEACHERS IN DELTA STATE

Publication Type conferenceproceeding

Publisher 10th International Technology, Education and Development Conference (INTED2016 Proceedings)

Paper Link doi: 10.21125/inted.2016.2176

Publication Authors J . E. Konyeme & C. D. Moemeke

Year Published 2016-03-07

Abstract There are indications that the amount and quality of science teaching and learning that take place in schools are mediated by teacher- related factors. Notable among them is the nature of teacher - pupil interactions that take place in the classroom. This study is designed to investigate the causal paths and directions of threshold time among integrated science teachers in Delta state, Nigeria. An ex-post facto design was adopted by hypothesizing a theoretical causal relationship model. The sample consisted of all 147 qualified integrated science teachers in the 25 local government areas in Delta state. Intact classes of students were purposively sampled and taught by integrated science teachers. Five instruments were used in the study. They are the Classroom Interaction Sheet (CIS), Teachers' Attitude Towards Integrated Science Teaching Questionnaire (TATISTQ), Locus of Control Scale (LCS), Self-concept Rating Scale (SCRS), and Sigel's Cognitive Style Test (SICOST). Data were collected in two phases. During the first phase, classroom observation of the teaching process using the CIS was done and recorded at fifteen seconds intervals across all categories while in the second and third phases, TATISTS, LCS, SCRS, and SICOST were administered to the teachers. Data collected were analyzed using time-series analysis of frequency and cumulative frequencies across the different behaviour categories of the CIS. The mean of the threshold time and its associated standard deviation were calculated. Data generated from the questionnaires were analyzed using multiple regression on the 8-teacher factors. A parsimonious model was produced with sixteen surviving paths at a 0.05 level of significance. This model explained the pattern of correlation of the causal interaction between the predictor and the criterion variables. The study also found 27 out of the 136 pathways through which the predictor variables caused variation in the criterion variable as significant. The study recommended that integrated science teachers should be exposed to the knowledge and benefits of threshold time through teacher education and in-service courses to enable them to manage instructional time.

Publication Title CAN THE LEARNING CYCLE CURRICULUM MODELS BRING SECONDARY SCHOOL STUDENTS BACK TO EXPERIMENTAL BIOLOGY?

Publication Type conferenceproceeding

Publisher Higher Education, Partnership, Innovation

Publication Authors CLARA D. MOEMEKE PH.D, CHRISTY N. OMOIFO2 PROF

Year Published 2009-09-07

Abstract The study investigated the possible utility of the learning cycle instructional model in facilitating the acquisition of learning outcomes associated with experimentation in senior secondary school biology. Nine intact classes were selected by stratified random sampling technique from twenty government-owned senior secondary schools in Ika North East local government area of Delta state of Nigeria. 273 senior secondary school two (SS 2) students participated in the study. The instructional model which consisted of a Descriptive learning cycle (DLC), Hypothetico-predictive learning cycle (HPLC), and Traditional Expository approach (TEA) was the independent variable while biology learning outcome consisting of three levels (scientific reasoning skill, achievement in biology concepts, and attitude towards biology) was the dependent variable. The study lasted for eight weeks during which six treatment packages drawn from six concepts in SS 2 biology scheme were administered to three groups in a quasi-experimental setting. Data were collected using three instruments. The result showed that HPLC produced the highest learning outcome effects with attitude towards biology being most enhanced followed by scientific reasoning skills and achievement in biology concepts. This is followed by the DLC and TEA in the same order. It is hereby recommended that learning cycle models with their inherent benefit be employed in the teaching of biology.

Publication Title INTEGRATING SCIENTIFIC LITERACY AND COMMUNICATION IN THE CURRICULUM: A PATHWAY TO BRIDGING THE SCIENCE-SOCIETY GAP

Publication Type journal

Publisher Zamfara journal of humanities vol 2(1)

Paper Link DOI:10.36349/zamijoh.2023.v02i01.001

Publication Authors Clara D Moemeke

Year Published 2023-06-14

Abstract Science communication plays a pivotal role in shaping our society by promoting scientific literacy and empowering individuals to make informed decisions. This abstract explores the transformative potential of improved science communication skills and highlights their significance in various contexts. Effective science communication bridges the gap between the scientific community and the public, fostering understanding, trust, and engagement. It equips scientists with the ability to effectively share their findings and counter misinformation while empowering individuals to critically evaluate scientific information and contribute to the advancement of scientific knowledge. Moreover, improved science communication skills promote inclusivity and equity by ensuring that scientific information is accessible and understandable to diverse audiences. To unlock the full potential of science communication, continued investment in science education, professional development, and innovative communication strategies is essential.

Publication Title Artificial Intelligence and Machine Learning in enhancing Science Learning Experiences: Exploring Possibilities and Concerns

Publication Type journal

Paper Link 1.https://niujournals.ac.ug/ojs/index.php/NIUJED/article/view/2000/2779

Publication Authors Clara Dumebi Moemeke

Year Published 2024-10-25

Abstract The advent of Artificial Intelligence and Machine Learning has made remarkable impart in all sectors of human activities. In the field of science education, integrating AI and ML have opened new dimensions for improving learning experiences by offering individualized learning, adaptive feedback, innovative pedagogues and data-driven insights that enable science students and teachers to engage with science content and materials in interactive and personalized ways. AI-tools such as virtual tutors, intelligent simulations, and algorithms analyze students' learning patterns, generate context-specific assistance that deepens conceptual understanding of science concepts and problem-solving skills of students. This paper reviews the benefits AI and ML in fostering inquiry-based learning, creating immersive virtual labs where students can conduct experiments in simulated environments, thus helping to mitigate the challenges often posed by poor equipment in physical science laboratories especially in low economies. It highlights how AI tools can improve accessibility to otherwise complex topics, facilitate effective continuous assessment of students’ learning outcome and improve students’ motivation to learn science through instant feedback. However, the integration of AI and ML in science education raises some concerns. The issue of privacy, over-dependence on technology, perpetrating educational inequalities due to differentials in access are critical challenges requiring mitigation. Ethical implications of using biased data and inability of AI to enhance critical thinking and creativity compared to human teachers are instructive. A balance in human and technology integration in science education is suggested.

Publication Title Artificial Intelligence and Machine Learning in enhancing Science Learning Experiences: Exploring Possibilities and Concerns

Publication Type journal

Paper Link 1.https://niujournals.ac.ug/ojs/index.php/NIUJED/article/view/2000/2779

Publication Authors Clara Dumebi Moemeke

Year Published 2024-10-25

Publication Title Artificial Intelligence and Machine Learning in enhancing Science Learning Experiences: Exploring Possibilities and Concerns

Publication Type journal

Paper Link 1.https://niujournals.ac.ug/ojs/index.php/NIUJED/article/view/2000/2779

Publication Authors Clara Dumebi Moemeke

Year Published 2024-10-25

Publication Title Will Indigenous Science-based Instructional Strategies Improve Biology Students’ Interest and Achievement.

Publication Type journal

Publisher NIGERIAN ONLINE JOURNAL OF EDUCATIONAL SCIENCES AND TECHNOLOGY

Paper Link nojest@unilag.edu.ng

Publication Authors Moemeke, C. D; Nwaham, C. O & Ezimano, O.

Year Published 2023-11-20

Abstract The study investigated the efficacy of indigenous science –based instructional strategy on Biology students’ interest and achievement. The purpose was to find a solution to poor achievement of students in the subject in external examinations which has been linked to poor instructional methods used by teachers. Two coeducational schools were selected by Multistage sampling technique from Isoko South local government area of Delta state and randomly assigned to treatment groups. The experimental group was taught ecological concepts using the indigenous science –based strategy while the control group was taught using lecture approach. A 50-item Biology Achievement Test with reliability coefficient of .72 and 15-item Biology Interest Scale (.82) were used to collect data after 15 periods of 45minutes teaching in each class. The Mann Whitney U test (U = 898.00; P = 0.007) showed a significant difference in the interest in biology of both groups while the t-test revealed a significant difference in the achievement of students at the 0.05 alpha level. The study concluded that indigenous science – based strategy improves students’ interest and achievement in ecology concepts and recommended the introduction of culturally relevant pedagogy to draw cultural relevance for indigenous people studying sciences in non-western cultural settings

Dr.(Mrs.) MOEMEKE CLARA DUMEBI

Contact info

Link Footer

Twitter block

Simplenews subscription