Deborah T . A . Obafemi | University of Port Harcourt (original) (raw)

Papers by Deborah T . A . Obafemi

European Journal of Education Studies, Apr 14, 2022

European Journal of Open Education and E-Learning Studies, Apr 14, 2022

Physics instruction in secondary schools is a fundamental panacea towards achieving scientific kn... more Physics instruction in secondary schools is a fundamental panacea towards achieving scientific knowledgeable citizens which can propel a nation in the realization of a sustainable economic force. This paper therefore x-rayed ordeals of physics instruction in Nigerian secondary schools and the way forward for the attainment of global competitiveness. The research has descriptive survey design. Ninety-two (92) physics teachers and eight secondary schools (four in each Local Government Area) were selected using a purposive sampling technique for the study. The research instruments used for the study were “Questionnaire on Ordeal in Physics Instruction in Secondary School (QOPISS) and Physics Practical Apparatus Checklist (PPAC). Using a test-retest method and Pearson Product Moment Correlation, a reliability coefficient of 0.83 was obtained for QOPISS. The data were analyzed according to research questions using the frequency count, percentage, mean, standard deviation and ranking. The...

Faculty of Natural and Applied Sciences Journal of Mathematics and Science Education, Volume 4; Issue 2; October 2023; Page No. 102-109. www.fnasjournals.com

The study investigated the effect of the virtual laboratory and guided inquiry teaching strategie... more The study investigated the effect of the virtual laboratory and guided inquiry teaching strategies on students' performance in redox reactions in senior secondary schools in Obio/Akpor Local Government Area, Rivers State. The study adopted a quasi-experimental pre-test, post-test, and non-equivalent group design. Three research questions and three null hypotheses guided the study. A sample size of Eighty-five (85) SS2 students in their intact classes in three public senior secondary schools in Obio-Akpor Local Government Area were involved. A purposive sampling technique was used to select two public schools and one intact class from each school. A researcherdeveloped and validated instrument for data collection was the Chemistry Performance Test on Redox Reaction, with reliability coefficients of 0.88 obtained using the Kuder Richardson-21 (KR-21) formula. The mean and standard deviation were used to answer the questions, while the analysis of covariance (ANCOVA) was used to test the hypotheses at a 0.05 level of significance. The results obtained showed that guided inquiry enhanced the performance of students better than a virtual laboratory. There was a statistically significant difference between the effects of guided inquiry and virtual laboratories in favour of guided discovery. Furthermore, though the male students performed better than the female students, the difference in their performance was not significant. There is also no significant interaction between strategy and gender on students' performance. The study recommended that chemistry teachers should be encouraged to use guided inquiry and virtual laboratory teaching strategies in teaching chemistry.

Journal of Education and Society Vol., 8(3), 313-319. December, 2018.

This study investigated the use of mobile devices by undergraduates who offer physics and physics... more This study investigated the use of mobile devices by undergraduates who offer physics and physics-related courses in the University of Port Harcourt. The design for this study was descriptive survey design. Three research questions guided the study. Purposive random sampling technique was used to select one hundred and twenty (120) undergraduates from the faculties whose students offer physics and physics-related courses. The research instrument was a validated questionnaire titled 'Mobile Devices in Physics Learning Questionnaire' (MDPLQ) with a reliability coefficient of 0.75 obtained using Cronbach alpha formula. Mean, percentage and ranking were used to analyze the data generated for the study. Findings revealed that the mostly used mobile devices by the undergraduates are Smart Phones, Ipads, and Tablet Phones. The study further reveals that the undergraduates use mobile devices for communication, business transactions, entertainment, academic purpose, location of places, accessing mails, reading online newspapers, chatting and streaming of online events. They however do not use mobile devices for flight booking. Concerning academic activities, the undergraduates use mobile devices to download physics textbooks, download physics-related videos, obtain animations, download materials for academic research, obtain graphics, download simulations for learning physics and for video conferencing. It is therefore recommended that lecturers should engage undergraduates in physics learning activities and experiences as well as assignments with the use of mobile devices. Undergraduates should also be encouraged to meaningfully use more of the time they spend on their mobile devices to learn physics more than other activities.

Faculty of Natural and Applied Sciences Journal of Mathematics and Science Education, Volume 4; Issue 2; October 2023; Page No. 26-34. www.fnasjournals.com

In this study, PhET Manipulative Instruction (a form of virtual manipulative instruction) was exp... more In this study, PhET Manipulative Instruction (a form of virtual manipulative instruction) was explored in enhancing the performance of students in quadratic graphs in Uyo Metropolis in Akwa Ibom State, Nigeria. This study was guided by three research questions and three hypotheses. The population of the study consisted of all senior secondary I students across schools in the Uyo metropolis. One hundred and five (105) students were purposively selected as the sample for the study. Quadratic Graphs Performance Test was used as the instrument for data collection in the study. The validated instrument had a reliability coefficient of 0.81 obtained using the Kuder-Richardson-21 formula. A quasi-experimental design with the assumption of non-equivalent control groups was adopted for the study. The two groups consisting of experimental and control were taught quadratic graphs using PhET Manipulative Instruction and Concrete Manipulative Instruction respectively. Mean, Standard Deviation, Percentage and Analysis of Covariance were used to analyze the data. The findings showed that students taught quadratic graphs using PhET Manipulative Instruction performed significantly higher than those taught using Concrete Manipulative Instruction. Gender, however, had a non-significant influence on the performance of students in the quadratic graph. Furthermore, the interaction of gender and manipulative instructions yielded a nonsignificant effect on the performance of students in the quadratic graph. It was therefore recommended that Virtual Manipulative Instructions such as PhET Manipulative Instructions, should be used to teach the concept of quadratic graphs in secondary schools.

Journal of Education and Training Technology (JETT), VOL 10, ISSUE 3, SEPT, 2021

The study investigated the influence of Mathematics ability and gender on students' performance i... more The study investigated the influence of Mathematics ability and gender on students' performance in Calculations using masses and formulae; Calculation of empirical formulae and Calculation of molecular formulae of compounds. The study adopted Quasi-experimental pretest post-test design. Three research questions and three hypotheses guided the study. Simple random sampling technique was used to select 127 SS1 science students from two public schools in Obio/Akpor Local Government Area of Rivers State for the study. The research instruments were two validated researcher-constructed test titled 'Mathematics Ability Test' (MAT) and 'Empirical and Molecular Formulae Performance Test' (EMFPT) with reliability coefficients of 0.76 and 0.84 respectively obtained using Kuder Richardson-21 (KR-21) formula. Mean and percentage were used to answer the research questions while the Analysis of Covariance (ANCOVA) was used to test the hypotheses. The findings of the study revealed a significant difference among students of different mathematics abilities in their performance, in favour of the students with high mathematics ability. The study further revealed a significant difference between male and female students in their performance in favour of the female students but no significant joint influence of mathematics ability and gender on students' performance. The study recommended that science students should be helped to acquire the mathematics abilities and knowledge needed to succeed in science.

International Journal of Advanced Academic Research | ISSN: 2488-9849 Vol. 8, Issue 3 (March, 2022) | www.ijaar.org , 2022

The study aims to investigate the influence of gender and instructional strategy on students' per... more The study aims to investigate the influence of gender and instructional strategy on students' performance in the concept of Electrolysis in Obio-Akpor Local Government Area of Rivers State. The study adopted Quasi-experimental pre-test post-test design. Purposive sampling technique was used to select a sample of 84 science students for the study. The research instrument was a validated researcher-constructed test titled 'Electrolysis Performance Test' (EPT). The reliability coefficient of EPT was obtained using Kuder Richardson-21 (KR-21) to obtain a reliability coefficient of 0.75. Mean and percentage were used to answer the research questions while the Analysis of Covariance was used to test the hypotheses. The study found that male students performed better than female students in the concept of Electrolysis though the difference was not significant. There is a significant difference between students taught using Simulation instructional strategy and those taught with Teacher demonstration method in their performance in the concept of Electrolysis in favour of the students taught using Simulation instructional strategy. There is however no significant joint effect of gender and strategy on the performance of students in the concept of Electrolysis. It was then recommended that Science teachers should use Simulation instructional strategy in teaching scientific concepts in order to achieve gender equality in the science class.

International Journal of Innovative Social & Science Education Research 10(1):87-95, Jan.-Mar., 2022 , 2022

The study investigated the availability and level of utilization of facilities for the implementa... more The study investigated the availability and level of utilization of facilities for the implementation of e-learning in the teaching of Physics. This was
in a bid to assess preparedness for a paradigm shift to the new normal. Mixed method research design, specifically descriptive survey and exploratory analysis was adopted for the study. Using the purposive sampling technique, a total of 66 secondary school Physics teachers were selected in secondary schools in Port Harcourt and Obio-Akpor Local Government Area of Rivers State. The research instrument were Checklist on Availability and Utilization of e-Learning Facilities (CAUe-LF) (r =0.76) and Structured Interview Template on e-Learning (SITe-L). Frequency
count, percentage and mean were used to analyze the data. The findings of the study revealed that e-learning facilities are not available for Physics
teaching in secondary schools in Rivers State. It was also indicated a low extent of utilization of e-learning facilities for Physics teaching. The study therefore recommends that Governments at all levels and as well as School administrators should provide e-learning facilities in secondary schools for the teaching of Physics in this era of COVID-19.
Keywords: e-learning facilities, Availability, Utilization, Physics teaching, new normal.

International Journal of Innovative Education Research 10(1):108-115, Jan.-Mar., 2022 , 2022

The study compared the effectiveness of Simulation instructional strategy and Teacher-demonstrati... more The study compared the effectiveness of Simulation instructional strategy and Teacher-demonstration method on students' retention of the concept of Electrolysis in Obio-Akpor Local Government Area of Rivers State. Three research questions and three hypotheses guided the study. Purposive sampling technique was used to select two of the schools who have well equipped computer laboratories, from which a sample of 84 science students in their intact classes were selected for the study. The research instruments were validated tests named 'Electrolysis Performance Test' and 'Electrolysis Retention Test, while Kuder Richardson-21 (KR-21) formula was used to obtain a reliability coefficient of 0.75. The Research questions were analysed using mean and percentage while the Hypotheses were tested at 0.05 level of significance using Analysis of Covariance. The study found that the students taught using Simulation instructional strategy retained more of the concept of Electrolysis than those taught using Teacher-demonstration method. Also, the female students retained more of the concept than male students though the difference between them in their retention of the concept was not significant, just as the joint effect of gender and group was also not significant. The study thus recommend that Simulation instructional strategy should be used in teaching scientific concepts.

Faculty of Natural and Applied Sciences Journal of Mathematics and Science Education, 4(1), 19-27, 2023

This study investigated the effect of Multimedia Instruction and Experiential Learning Strategy o... more This study investigated the effect of Multimedia Instruction and Experiential Learning Strategy on students' retention of the concept of Gas Laws in Senior Secondary Schools in Obio-Akpor Local Government Area, Rivers State. This study adopted a quasi-experimental pre-test, post-test, and non-equivalent group design. Three objectives, three research questions and three null hypotheses guided this study. One hundred and fiftyfour (154) SS2 students drawn from three intact classes in three public Senior Secondary Schools in Obio-Akpor Local Government Area constituted the sample for the study. The instruments for data collection were validated researcher-constructed tests titled 'Chemistry Performance Test' and 'Chemistry Retention Test'. Reliability coefficients of 0.85 and 0.80 respectively were obtained for the instruments using the Kuder-Richardson-21 formula. Mean, standard deviation and percentage were used to answer the research questions while the hypotheses were tested using Analysis of Covariance. The result showed that there is a significant difference among students exposed to Multimedia Instruction, Experiential learning Strategy and Discussion method in their retention of the Gas Laws concept at comprehension and application levels of Bloom's Taxonomy. Multimedia Instruction and Experiential Learning Strategy enhanced retention more than the Discussion method. The findings further showed that male students retained more than female students at both comprehension and application levels. Multimedia Instruction and Experiential Learning Strategies are therefore recommended for the teaching of scientific concepts such as Gas Laws.

Nigerian Journal of Curriculum Theorists & Educational Technologists (NJOCTET), 6(2), 72-79, 2021

The study assessed laboratory hazards at the University of Port Harcourt, Rivers State, Nigeria. ... more The study assessed laboratory hazards at the University of Port Harcourt, Rivers State, Nigeria. The design for the research was descriptive survey. Random sampling technique was used to select 92 staff (22 laboratory technologists and 70 lecturers) in the Faculty of Engineering at the University. The research instrument was a validated questionnaire titled 'Laboratory Hazards Questionnaire' (LHQ). A reliability coefficient of 0.79 was obtained for LHQ using the Cronbach alpha formula. The findings of the study revealed that the staff in the laboratories encountered Biological hazards, Chemical hazards, Physical hazards and Fire hazards. The findings further revealed that the effects/associated risks of laboratory hazards on staff involved in laboratory work are loss of time, low productivity, loss of manpower, financial loss, avoidance of laboratory work, injuries and threat to life. The findings of the study also revealed a low level of safety preparedness for the prevention and control of hazards in the laboratories. It was then recommended that regular training on the prevention of accidents should be organized for the staff, regular risk assessment should be done by safety personnel, and adequate safety measures should be put in place to prevent and control hazards in the laboratories.

International Journal of Advanced Education and Research, 3(4), 29-33. www.alleducationjournal.com, 2018

This study investigated the effects of Computer-based Animation Program and Charts on secondary s... more This study investigated the effects of Computer-based Animation Program and Charts on secondary school students' understanding of cell division, a concept in Biology in Obio/Akpor Local Government Area of Rivers State. The study was a quasi-experimental study that adopted pre-test posttest control group design. Three research questions and three hypotheses guided the study. The sample consisted of 160 SS2 Biology students selected from four Senior Secondary Schools purposively but randomly assigned to experimental and control group. Data were obtained through a 30-item multiple choice Biology Performance Test and an attitude questionnaire. The instruments were validated by experts and reliability coefficients of 0.85 and 0.76 were respectively obtained through test-retest method. Mean and Analysis of Covariance were the statistical tools for data analysis. Findings of the study showed that, Computer-Based Animation Program enhanced students' performance (understanding) more than the use of Charts. No significant difference in performance was found between male and female students taught Cell division with Computer-Based Animation Program. Also students' attitude towards Biology was found to affect their performances. Those with positive attitude towards Biology performed better than those with negative attitude to Biology. It was therefore recommended among other things, that the use of Computer-Based Animation Program and other forms of Computer Assisted Instruction be incorporated into Senior Secondary School Biology Syllabus.

Trends in Educational Studies, 13(2), 206-214. www.tresj.org, 2021

The study investigated the effect of Animation on students' performance and retention of the conc... more The study investigated the effect of Animation on students' performance and retention of the concept of Production of Electricity in Ikwerre Local Government Area, Rivers State. Quasi-experimental, pre-test post-test design was adopted. Two research questions and two hypotheses guided the study. The population of the study was 1520 Senior Secondary School 2 (SS2) science students from public secondary schools in Ikwerre Local Government Area of Rivers State. A sample of 155 science students in their intact classes were selected from two randomly selected Secondary Schools for the study. The two validated research instruments for the study were Production of Electricity Performance Test and Production of Electricity Retention Test. The Research Questions were answered using mean and percentage while Analysis of Covariance was used to test the Hypotheses. The findings of the study revealed that the use of Animation enhanced the performance and retention more than Lecture method. A significant difference was also found between students taught using animation and those taught with lecture method in their performance and retention in favour of students taught using animation. Based on the findings, it was recommended that Animation should be used in teaching concepts in Science and should be included as a teaching strategy in the Curricula of science subjects

Journal of Science, Technology, Mathematics and Education (JOSTMED), 15(1), 137- 149., 2019

The study investigated the teaching practice challenges experienced by pre-service physics teache... more The study investigated the teaching practice challenges experienced by pre-service physics teachers in Rivers State. Physics education undergraduates of four public tertiary institutions in Rivers state were involved in the study. Two research questions guided the study. The study had a descriptive survey design. Purposive sampling technique was used to select ninety-eight (98) physics education undergraduates in penultimate and final years in the four public tertiary institutions for this study. The research instrument was a validated researcher-developed questionnaire titled 'Teaching Practice Challenge Questionnaire' (TPCQ)with a reliability coefficient of 0.75 obtained using Cronbach alpha formula. The data obtained for the study was analyzed using frequency count, percentage, mean and standard deviation. The study revealed that the challenges experienced by Preservice Physics teachers during Teaching Practice are: short duration of Teaching Practice exercise, inadequate preparation of preservice physics teachers by their institutions before Teaching Practice exercise, supervisors not being in area of specialization of pre-service physics teachers, some unfriendly supervisors, lack of conducive environment and instructional facilities in most cooperating school. It was then recommended that enough time should be allotted to Teaching Practice exercise, institutions should properly prepare pre-service physics teachers by conducting micro teaching and proper orientations for them prior to Teaching Practice exercise, Supervisors in area of specialization of pre-service physics teachers should be posted to supervise them and they should be encouraged to be friendly and approachable to pre-service physics teachers while cooperating schools which have conducive learning environments should be involved in Teaching Practice exercise.

Journal of Science, Technology, Mathematics and Education (JOSTMED), 13(4), 181-188., 2017

This study investigated the use of mobile devices by lecturers of physics and physics-related cou... more This study investigated the use of mobile devices by lecturers of physics and physics-related course in the University of Port Harcourt. The design for this study was descriptive survey design. Three research questions guided the study. Purposive random sampling technique was used to select 48 Lecturers from the faculties in which physics and physics-related courses are taught in the University of Port Harcourt. The research instrument was a validated researcher-developed questionnaire titled 'Mobile Devices in Physics Education Questionnaire' (MDPEQ) with a reliability coefficient of 0.79 obtained using Cronbach alpha formula. Mean, percentage and ranking were used to analyse the data generated for the study. Findings revealed that lecturers use mobile devices for different purposes such as accessing resources for research and teaching of physics, communication, business transactions, and entertainment. The findings further revealed that lecturers use mobile devices to download physics textbooks, download physics teaching and learning videos, obtain animations, download materials for academic research, obtain graphics, and download simulations for teaching of physics and for video conferencing. They however do not use mobile devices to administer physics assignments. It is therefore recommended that lecturers who are not skilled in the use of mobile devices to access and appropriately use online educational resources should get trained in it. Lecturers should adopt online teaching/educational resources such as simulations, animations to facilitate the teaching of physics and physics-related courses. Lecturers should use mobile devices to administer assignments.

Journal of Science, Technology and Education, 10(1), 211-219. www.atbuftejoste.com, 2022

The study investigated the Ethnoscientific resources and practices available for the instruction ... more The study investigated the Ethnoscientific resources and practices available for the instruction of Basic Science concept of Sound energy in Abua/Odual Local Government Area of Rivers State. The design for this study was descriptive survey design. The population for the study consists of all the 17 Basic Science teachers in the twelve (12) public and three (3) Private Junior Secondary Schools in the Local Government Area. Census technique was used to select all the seventeen (17) Basic Science teachers for the study. The research instrument was a validated researcher-constructed questionnaire titled 'Ethnoscientific Resources and Practices Questionnaire'. Cronbach alpha was used to obtain a reliability coefficient of 0.70 was obtained for the instrument. Mean was used to analyze the data. The study identified ethnoscientific resources and practices for the teaching of sound energy in the study area, such as the use of traditional musical instruments at cultural ceremonies and festivals, as well as the loud sound produced from the gong (Ugelu) to give a signal to people within and outside the community (such as fishing port and farm) when there is emergency or danger. The study thus recommended that teachers should be resourceful and creative enough to identify and take advantage of the ethnoscientific resources and practices in the culture and tradition of the learners for the teaching of science subjects.

Trends in Educational Studies, 13(2), 179-187. www.tresj.org., 2021

Faced with the impacts of Climate change on man and its environment, capacity building through th... more Faced with the impacts of Climate change on man and its environment, capacity building through the preparation of Science teachers in order to create awareness about Climate change issues in Schools and the society is inevitable. This study investigated the level of capacity building through preparation of science teachers during training on climate change education. The study adopted expo facto and descriptive survey designs. Five research questions guided the study. 117 Science teachers from 18 randomly selected Secondary schools in Obio-Akpor Local Government Area of Rivers State participated in the study. The research instrument was a validated researcher-constructed instrument named 'Teacher Preparedness on Climate Change Questionnaire' (TPCCQ) with a reliability coefficient of 0.70 obtained using Cronbach Alpha formula. The finding of the study revealed a low level of preparation of the science teachers for climate change education during training. The study however found a high level of awareness was found among them, which was attributed to self-study, media and the internet. Hence, it is recommended that Climate change education be included in the curricula for the training of science teachers. Also, workshops should be organised for practising teachers in order to enhance their capacity on Climate change education.

European Journal of Education Studies, Apr 14, 2022

European Journal of Education Studies, Apr 28, 2022