Research Publications

A. A. Arokoyu

TITLE:            Assessment of Resource Availability for Chemistry  Instruction in the Secondary Schools in Rivers State 

AUTHORS:    A.  A.  Arokoyu and Ugonwa Rosemary .C. (2012)

Abstract

 This work is on assessment of material resource availability for chemistry instruction in secondary schools in Rivers State. Discussions were made on the significance of instructional resources on practical-based chemistry teaching as it affects science and technological advancement of Nigeria as a nation. The problem which is the deplorable state of chemistry laboratories in secondary schools is stated under statement of the problem with some effects of unavailability of resources for chemistry instructions. Selected schools from four Local Government Areas in Rivers State were used for this study. 60 chemistry teachers selected from 20 schools formed the sample. The purpose of the study is to investigate the extent of availability and utilization of the nonhuman resources for chemistry instruction in secondary schools in Rivers State. A rating scale was administered to respondents to answer the research questions. Data analysis was carried out using mean and standard deviation. The result obtained revealed that most secondary schools do not have adequate resources for chemistry instruction. Also the few available resources are not properly utilized for chemistry instructions in schools. Recommendations were also made for the way forward.

Keywords: assessment, resource availability, chemistry, instruction, secondary school 

FUNCTIONAL LINK: http://crawl.prod.proquest.com.s3.amazonaws.com/fpcache/fce5f0b2213a999b44a1eb2fb1a97062.pdf?AWSAccessKeyId=AKIAJF7V7KNV2KKY2NUQ&Expires=1466187381&Signature=FJ78CAwAtWNyDL81LQ9uCxs%2B81Q%3D

 

 

TITLE:            Gender Enrolment in Post-Primary Public Schools in Rivers State, Nigeria: Implication for Capacity Building 

AUTHORS:    Abosede Ajoke Arokoyu (2012)

Abstract

 This study sought to call attention to the systematic exclusion of half of Nigeria’s population from effective participation in national development on the basis of sex.  The paper therefore discussed the various ways by which the girl-child is being discriminated against and established the disparities between the boy-child and the girl-child in terms of acceptance at birth, enrolment in school and employment into civil service. This research is an exploratory survey which made use of data collected from Rivers State ministry of education and Rivers State Central Statistical Agency. On analysis using frequency counts and percentages, the two research questions raised in the study were substantively answered as the findings revealed that seventeen (17) local government areas out of twenty three (23) had larger number of male student enrolment. So also, table 2 on gender employment indicated that twenty (20) out of twenty three (23) major Rivers State Public Service were dominated by males. Hence, it was recommended that a girl-child should be held in high esteem, just as the boychild by all and sundry in all facets of life. Above all, the paper advocate equal access and inclusive education system in which the presentation of curricula materials is not gender biased.

Keywords: capacity building, enrolment disparity, gender discrimination, inclusive education, public schools.

FUNCTIONAL LINK: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.301.326&rep=rep1&type=pdf

 

 

 

TITLE:            ELEMENTS OF CONTEMPORARY INTEGRATED SCIENCE CURRICULUM: IMPACTS ON SCIENCE EDUCATION

AUTHORS:    A. A. AROKOYU (2012) 

ABSTRACT   This paper acknowledged the vital roles played by integration of ideas and established the progress brought about when science is taught as a unified whole through knowledge integration which birthed integrated science as a subject in Nigerian school curriculum. The efforts of interest groups at regional, national and international level to overhaul African school curriculum after the colonial era were highlighted. The six (6) elements of integrated science as a subject were discussed and the three (3) elements of integrated Science curriculum were outlined. The relationship between the various elements is summarized diagrammatically. The effects of integrated science curriculum on science education are presented in a tabular form. The findings of the research are that integrated science curriculum content is dense as it is over – loaded with concepts as a result of knowledge integration; hence majority of the students avoid taking or offering science subjects. Sequel to this, it was recommended that integrated science curriculum be reviewed so as to remove overlapping or repeated concepts. So also, more emphasis should be laid on practical applications of concepts while less emphasis is laid on rote memorization. 

KEY WORDS: Contemporary, Curriculum, Elements, Integrated, Science  

FUNCTIONAL LINK: http://crawl.prod.proquest.com.s3.amazonaws.com/fpcache/11a113541e0e2a2689de4654db7c8430.pdf?AWSAccessKeyId=AKIAJF7V7KNV2KKY2NUQ&Expires=1466187565&Signature=%2F2b2KeRCqdfK77oKq%2FLspEIti68%3D

 

 

 

TITLE:            QUALITY OF SCIENCE TEACHING IN PUBLIC SECONDARY SCHOOLS IN RIVERS STATE: THE JOURNEY SO FAR. 

AUTHORS:    AROKOYU, A.A &  ADERONMU, TEMITOPE S.B(2014)

Abstract

The study seeks to explore certain variables necessary for the provision of quality science learning in Rivers State. Two sets of questionnaires tagged; “Questionnaire on Quality Science Teaching in Secondary Schools (QQSTSS) and Science Laboratory Apparatus Observational Checklist (SLAOC) were utilized as the research instruments. Survey research design was adopted for the study. The sample size consisted of 68 science teachers randomly selected from three (3) Local Government Areas in Rivers State. Using the Pearson Product Moment Correlation Coefficient method for calculating reliability, a reliability index for the instrument was obtained at 0.82. Data were analysed using frequency count, percentage and four-point Likert scale statistical analysis. The findings of the study amongst others revealed that teacherstudents ratio in some Local Government Areas is not in line with the stipulated National Policy on Education of 1:40; There are insufficient science laboratory apparatus in the secondary schools and the allocation of period for science subject teaching is insufficient. Recommendations were posited based on the findings in Rivers State, Nigeria. 

Key words:  Quality, Science Teaching, Science Laboratory, teacher – students’, Curriculum.

FUNCTIONAL LINK: http://www.sdiarticle1.org/prh/BJESBS_21/2014/Revised-manuscript_version2_9826.pdf

 

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