TITLE: PROFESSOR
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NAME: NGOZI PHILOMENA OKAFOR
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POSITION: PROFESSOR SPECIALISATION
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EDUCATION/TRAINING (Begin with Bachelor’s degree or other initial professional education)
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INSTITUTION AND LOCATION DEGREE Completion Date Field of Study
_____________________________________________________________________________________________________________________________________ (a)Bendel State University Ekpoma,Nigeria BSc. Ed. 10/1990 Chemistry
(b) University of Lagos, Akoka, Nigeria M. Ed. Curr. 02/1994 Chemistry
(c) University of Ibadan, Nigeria Ph. D 10/1999 Chemistry Evaluation
Personal Statement
As a professor of chemistry education, my goal is to cultivate a dynamic and inclusive learning environment that empowers students to be critical thinkers, and effective problem solvers. My commitment is to make meaningful impact in the field of chemistry education and my communities as well as inspiring and equipping students with the knowledge, skills, and mindset necessary to contribute to an increasingly complex world. I am deeply committed to advancing the field of chemistry education through research-driven pedagogical strategies that enhance students’ learning outcomes nationally and globally. I believe that effective chemistry education involves fostering deep understanding of scientific contents, principles and their real-world applications.
My pedagogical strategies involve integration of evidence-based instructional practices, context-based learning, 7e-Learning cycle model, Virtual Chemistry Laboratory Software (VCLS), problem-based approaches, kitchen-Explanations Analogy Model (KEAM) and Online digital tools to enhance student engagement, exploration, critical thinking, and meaningful understanding.
I create classroom culture that makes chemistry learning accessible and relevant which prepares secondary school students’ and undergraduates on how to tackle complex challenges in their future careers.
My research focuses on developing, implementing, evaluating and adapting innovative pedagogical strategies which contribute meaningfully to sustainable educational models that empower students and educators across the continent. This includes fostering interdisciplinary collaborations and promoting chemistry education as a tool for addressing pressing issues such as scientific literacy, environmental sustainability, industrial inequities, and contemporary reforms.
Positions, Scientific Appointments and Honours
- 8,000 Pounds Grant for leadership training by Female Foundation, Mujeres Por Africa, Banco, Spain, from 26th November to 1st December, 2023
- N1.5Million TETFUND research grant with Ref. No, CRC/TETFUND/No.2018/03
- Fellow of Science Teachers’ Association of Nigeria (FSTAN), August, 2023
Selected Most Recent Publications/ Contributions to Knowledge
1. Okafor, N. (2022). Application of Online Pedagogy to Enhance Undergraduates’ Learning
Outcomes in Chemistry. Science Education International. 33(3); 284-290. A publication of
International Council of Association for Science Education (ICASE), University of Otago
College of Education, New Zealand. Available at
https://www.icaseonline.net/journal/index.php/sei/issue/view/22and
https://doi.org/10.33828/sei.v33.i3.3
2. Okafor, N & Nwonu, H. (2021). Promoting critical thinking skills of secondary school chemistry
students’ through 7e-Learning cycle model. Tropical Journal of Education, 3 (1/2),16-27. A
Publication of Cape Peninsula University of Technology, Cape Town, South Africa, Available
online at Credencepressltd.com. DOI http://doi.org/10.47524/tje.v3i1.17
3. Okafor Ngozi P. (2021). Enhancing science process skills acquisition in chemistry among
secondary school students through context-based learning. Science Education International. 32(4);
323-330. A publication of International Council of Association for Science Education (ICASE),
University of Otago College of Education, New Zealand. Available at https://www.icaseonline.net/journal/ index.php/sei/article/ view/329 and https://doi.org/10.33828/sei.v32.i4.7
4. Okafor, N. (2020). Effects of kitchen-explanations analogy model and gender on secondary
school students achievement in chemistry in Isolo , Lagos State, Nigeria. Journal of Science,
Mathematics and Technology Education Research (JOSMATER), 2(1),1-18. A Publication of the
Plateau State Science Teachers’ Association of Nigeria, University of Jos.
5. Okafor, N. P; Okunuga, R. O & Ojo, T. O (2020). Effect of Virtual Chemistry Laboratory
Software (VCLS) on Secondary School students’ achievement in Acid- Base Titrations
Experiment. Journal of the Nigerian Academy of Education (JONAED), 16(2). 38-48. Nnamdi
Azikiwe University, Awka. Sponsored by TETFUND with Reference number,
CRC/TETFUND/No.2018/03
Collaborators/ Networks
- Prof. Harrison Atagana, University of South Africa (UNISA)
- Prof. Chukunoye Ochonogor, University of Pretoria, South Africa
- Dr. Sue Campbell, Michigan State University, USA.
- Prof. B. E. Ozoji, University of Jos
- Prof. Oby Okonkwo, Visiting Professor, University of Zimbabwe