Dr . I. M. Isiugo-Abanihe

1. (a) Name: Ifeoma Mercy Isiugo-Abanihe

(b) Date of Birth: 7 June, 1956

(d) Faculty: Institute of Education

II. (a) First Academic Appointment: Research Fellow II (5 July, 1993)

(b) Present Post: (with date) Reader (Associate Professor since 1 October,

2007)

III. University Education (with dates):

University of Ibadan, Ibadan. 1991

Temple University, Philadelphia. USA. 1984

Temple University, Philadelphia. USA. 1982

IV. Academic Qualifications (with dates and granting bodies)

Ph.D. Educational Evaluation. - University of Ibadan. 1991

M. Ed. Educational Administration. - Temple University, Philadelphia, USA. 1984.

B.Sc. Ed. Language/Communication. - Temple University,

Philadelphia, USA. 1982

V. Other Professional Qualifications and Diplomas (with dates)

Certificate on Monitoring and Evaluation by Phillber Associates, New

York, USA/University of Ibadan, 2007

Certificate on Youth Leadership in Sexuality and Reproductive Health:

CEDPA, Washington DC., USA. . 1997

Certificate on Gender and Development: Summer Institute for Gender and

Development (SIGAD). Mount Saint Vincent University and Dalhousie University, Halifax, Canada. 1991

N. C. E. English/Igbo Languages: Alvan Ikoku College of Education,

Owerri. 1980

VI. Scholarships, Fellowships and Prizes (with dates) in respect of

Undergraduate and Postgraduate work)

Winner of John D. and Catherine T. MacArthur Foundation Grant Award – Principal Investigator: Teenage Pregnancy and Adolescent Reproductive Health in

Nembe Riverine Communities: The Integrated Family Life Education (IFLE)

Project. Jan. 1996 – Dec. 1999; Jan. 2002 – 2004.

CIDA-sponsored Women’s Studies Research Fellowship under the auspices of the Canadian/Nigerian Linkage Programme in Women’s Studies, at the Institute for the Study of Women, Mt Saint Vincent University, Halifax, Canada.

March – August, 1991.

Tuition Scholarship of Academic Excellence by Temple University Graduate School, Philadelphia, USA. 1983.

VII Honours, Distinctions and Membership of Learned Societies

British Council Foreign and Commonwealth Office (FCO) award (Cheevening)

Scholarship, University of Manchester. 1994.

Member of Team of Gender Experts for the development of the National Strategic Framework for HIV/AIDS (NSF) and the National

Response Review (NRR). November 2004.

Lead National Consultant Researcher for the National Mapping

(Evaluation) of the Implementation of the Family Life and HIV/AIDS Curriculum

in 36 States and Federal Capital Territory - - a project of the British Council

Capacity for Universal Basic Education and NACA.

March to May, 2005.

Education Consultant for a participatory evaluation workshop (on Lessons

Learned) for State Coordinators UBE programme in 16 States – A project of the

British Council/CUBE project. May 2006.

Deputy Project Director of the 2006 National Assessment of Educational

Performance (NAEP) – a national study of the National Examinations Council

(NECO) July 2007

Gender/Monitoring and Evaluation Consultant for monitoring and evaluation of

the gender mainstreaming component of implementation of MDGs/ DRG projects

in six states of the South-South geopolitical zone – A project of the Federal

Ministry of Women’s Affairs. September 2007

State Coordinator for the NYSC Survey on KABP for HIV/AIDS Workplace

Intervention. September/October, 2007

Member, International Reading Association. 1989 to date.

Member of the Reading Association of Nigeria (RAN), 1996 to date; and South-

West Zonal Coordinator 2002-2004.

Member, Nigeria English Studies Association (NESA). 1987 to date.

Member, Network for Gender and Women’s Studies in Nigerian Universities, 1997 to date.

Member of Executive, National Association of Language Educators (NALE),

2002 to date

Member of Board, Mary Sumner College, Akokwa, Imo State, 2004 to date.

Co-editor, West African Journal of Education (WAJE). 2005 to 2009

Coordinator, Women’s Research and Documentation Centre

(WORDOC), University of Ibadan. 2005 to 2010

Editor-In-Chief, The Resurrection Magazine. 2006 to date.

Editor-In-Chief, The Rejoice Magazine . 2005 to date.

Pioneer member of the University of Ibadan Gender Mainstreaming

Programme (GMP) 2007 to date

VIII Details of Teaching Experience at University Level

Academic Positions:

(a) Research Fellow II 1993 – 1996

(b) Research Fellow I 1996 – 1999

(d) Reader 2007 - Date

Teaching Load:

At the Institute of Education, University of Ibadan

Details of Courses Taught at the Master Level:

EVE 701 – Problems of Educational Evaluation

EVE 703 – Principles of Test Construction

EVE 704 - Observational Techniques (Research Methods)

EVE 706 – Programme Evaluation

EVE 715 – Public Examining in Languages

EVE 716 - Curriculum Evaluation

EVE 721 – Qualitative Evaluation

EVE 712 - PG Thesis Project

Details of Courses Taught at the M.Phil. and PhD Levels:

EVE 803 – Development and Validation of Achievement Tests

EVE 804 – Advanced Observational Techniques

EVE 818 - Advanced Seminar Techniques

Teaching at the Department of Communication and Language Arts (as Adjunct Lecturer)

Course Taught at the Master Degree Level

LAC 703 – Psycholinguistic Foundation of Communication

Course Taught at the Undergraduate Level

LAA 402 – Studies in Readability and Style

Postgraduate Supervision

1. Supervised more than 30 Master degree projects/ dissertations

2. Supervised 10 Ph.D. Thesis till date

Administrative Responsibilities:

(i) Seminar Coordinator, Institute Staff and Student Seminar (1997 – 1999).

(ii) Sub-Dean (Post Graduate), Institute of Education - for five and a half years: 1999 –2001, 2004 –2007

(iii) Head of Unit, School Services Unit, Institute of Education (Unit

responsible for School monitoring and evaluation). 2006 to July 2009.

(iv) Chief External moderator for Teaching Practice and examinations in four

Colleges of Education affiliated to the University of Ibadan (as periodically assigned by the Institute), 2004 to date

(v) Member of Senate of the University of Ibadan, 1997 – 2001.

(vi) Member of the University Post Graduate School Board: 1999-2001,

2004 – June, 2007.

(vii) Member of the University of Ibadan Executive Committee of the Post

Graduate School –1999 – 2001, 2004 – June, 2007.

(xi) Member, University of Ibadan Ad hoc Committee on Lecture Methods.

2006.

(xii) Coordinator, Women’s Research and Documentation Centre, University of

Ibadan, 2005 to date.

(xiii) Member of the Technical Team of the Gender Mainstreaming Project (a

project on mainstreaming Gender in Nigerian Universities),

August 2006 – 2007.

(xiv) Head of Unit, International Centre for Educational Evaluation (ICEE).

January 2011 to August, 2013

(xv) Coordinator, Institute Staff and Students’ Seminar. January 2011 to August

2013.

(xvi) Head of the R & P (Research and Publication) Unit of the Institute of Education, University of Ibadan, August 2013 to date.

IX Research

(a) Completed

The following are completed research designed and carried out by me in collaboration

with academic colleagues and some of my postgraduate students:

1. ‘An Evaluation of Teachers’ Perception of Science-Based Reading Instruction in Secondary Schools.’ 1988. This was an exploratory baseline study that aimed at investigating teachers’ level of preparedness to embrace content-area reading programme in their schools. Two Research Assistants who were teachers were trained to collect data from teachers. The study revealed that teachers, though they lacked knowledge about content area reading in science, were ready to engage in such a programme. The result was published in African Journal of Educational Management (1988) Vol. 2(1): 65- 73.

2. ‘Women’s Literacy Education and National development: An Evaluation of Objectives, Processes and Outcomes’ (1991). A research sponsored by the Canadian CIDA through the Canada/Nigeria Linkage Programme. This involved a comparative survey of selected literacy programmes in Nigeria and Canada. The study aimed at identifying similarities and differences in the literacy programmes offered to women in continuing education programmes. The Coordinators of the Linkage programme facilitated the data collection and presentation of seminar. Technical Report was presented to the Project Committee at the Mount Saint Vincent University Research Seminar, Halifax, Canada.

3. An Investigation of Factors Affecting Achievement in Basic Skills of English Language.

This is a qualitative study on the influence of school context and classroom environment

On Primary school pupils’ achievement in both English and Mathematics. Most of the

data was collected by the researcher, and some by colleagues in the Institute of Education

who conducted observation of teaching during the Institute study on ‘How Nigerian Children Learn.’ This study has been published in Isiugo-Abanihe, Ifeoma.. January

(2007). A Qualitative Baseline Evaluation of School and Classroom Quality of Two

Primary Schools in Abia State, Nigeria in International Journal of Continuing Education and Non-Formal Education.

4(1).

4. ‘The Integrated Family Life Education (IFLE) Project Among In-School and Out-of-School Adolescents in Nembe Riverine Communities. (1996-2000). Co-Researcher: Dr. Ruby Ofrey, Niger Delta University. This was an Institutional Research grant sponsored by The John D. and Catherine T. Macarthur foundation. Technical Reports were submitted to the Macarthur Foundation, and baseline result published in Isiugo-Abanihe, I. M., Isiugo-Abanihe, U. C. and Ofrey, R. E. (2002) “Teenage Reproductive Health Problems in Riverine Areas of Nigeria: The Nembe Experience.’ African Population Studies. Special Edition on The African Population in the 21st Century. Volume 5. (Dakar, Senegal)

5. ‘The Integrated Family Life Education (IFLE) Project Among In-School adolescents and Young Adults in Two Oil-Producing Areas of the Niger Delta – ONELGA and Ohaji-Egbema’. (2002 – 2005). This was an extension of the IFLE project in Nembe to investigate the status of the adolescent sexuality in other contexts of the oil-producing areas in the Niger Delta. Technical Reports were submitted to the funders, The MacArthur Foundation, and results of the baseline study published in Isiugo-Abanihe, Ifeoma M. & Isiugo-Abanihe, U.C. 2007. ‘Adolescent sexuality and Reproductive Health in Two Oil Producing Communities in Imo and Rivers states, Nigeria. African Population Studies. Vol. 22, No. 2 Dakar, Senegal’. Similar to the previous project situated in Nembe, the present study aimed at obtaining information on the socio-cultural and environmental factors that affected sexuality and reproductive health knowledge and behaviour of the youths in the area; it also examined the influence of intervention programmes.

6. National Mapping of the Implementation of the Family Life and HIV/AIDS

Curriculum in Nigeria (March to May, 2005). Lead Researcher. Research Collaborators in zones: Dr. Umaru A. Pate, Department of Mass Communication, University of Maiduguri, Bornu State – for North-East Zone; Dr. M. N. Sambo, Department of Community medicine, Ahmadu Bello University, Zaria – for North-West Zone; Mrs. Toyin Akpan, Multiserve Consults, 2 Akin Osiyemi St, off Allen, Ikeja, Lagos – North Central Zone; Dr. Floretta Akingbade, Social Science & Reproductive Health Resource Network, UCH, Ibadan – for South-West Zone; Prof. Obioma Nwaorgu, Nnamdi Azikiwe University, Awka – for South East Zone; Obatunde Oladapo, Positive Life Association of Nigeria, Ibadan – for South-South Zone.

This was a national evaluation research to assess availability, acceptability and level of implementation of the Family Life and HIV/AIDS curriculum in Nigeria. I worked as the Lead Researcher in collaboration with six other consultants. Technical reports – Consolidated State and Zonal reports were submitted to NACA and the British Council CUBE – Capacity for Basic Education in June, 2005.

7. ‘Monitoring and Evaluation of Millennium Development Goals Projects and Programmes Funded By The Paris Club Debt Relief Gains In The South-South Zone’ (June – July). 2007. In collaboration with Patricia U. Ekoh – A PG Student. This evaluation involved data gathering, analysis and report writing on all MDG-related activities that aim at implementation of gender-mainstreaming by the Ministry of Women affairs of all the six states of the South-South geopolitical zone. The data collection and part of the report wring writing were carried out in collaboration with my student (at that time): now Dr. Patricia Ekoh. A 95-page Technical report was submitted to the federal Ministry of Women Affairs, Abuja, through the Comprehensive Consultants Ltd.

8. National Assessment of Educational Performance (NAEP) 2006. – a national study of educational performance at the Senior Secondary School Level sponsored by the National Examinations Council (NECO). The study involved seven other academic colleagues from the Institute of Education. As the Deputy Project Director, I wrote the Executive Summary, final summary chapter, edited the work of 5 other researchers to produce the 106-page synthesized NAEP Report. This I presented in collaboration with my colleagues to NECO managerial staff in Minna, July 2007.

9. An Observation study of the Methodology of Science Educators and Pre-Science Teachers Classroom Practices. 2010 – 2011. Report of this collaborative study which revealed the over-whelming influence of science educators’ teaching practice on their students’ classroom practice ,has been published in a paper titled Evaluation of the Methodology Aspect of the Science Teacher Education Curriculum in Nigeria. Pakistan Journal of Social Sciences, Vol. 7, No.2. The study employed observational instruments, questionnaires and Content analysis as data gathering techniques.

10. Teaching and Learning of Electronic Literacy Skills in Higher education: An investigation into the programme of the General Studies English programme for Academic Purposes. (2011 - ). This study assessed the extent to which ESL teachers in Nigeria’s Use of English language programmes exposed Higher education students to acquisition of knowledge and skills that were required for electronic literacy. It also examined the extent to which students’ access to computers affected their attitude to and engagement in electronic literacy tasks. The Case Study approach was employed in the study using structured questionnaires and Key Informant Interview Guide as data capturing instruments. Two Federal universities in Nigeria were purposively selected for the study. Preliminary reports of the study have identified, among other things, useful approaches that can be employed to integrate the use of computer technology and multimedia in fostering students’ skills of electronic literacy.

(b) In Progress:

The following are researches being carried out by me or in progress in collaboration with academic colleagues and postgraduate cstudents:

1. Research-based Strategies for addressing poor reading culture among Nigerian Youths. This is a survey research which investigated the extent to which teachers in secondary schools in South Western Nigeria are implementing research-based strategies for improving reading culture among youths. The study used two instruments for data collection, including teacher questionnaire and Focus Group Discussion (FGD). Both Data collection and analysis of data have been concluded while writing is currently on-going

2. A Comparative Study of Content of In-Service Teacher Development Training and Primary School English Language curriculum. The study assessed the quality of the content of the National Teachers Institute (NTI) retraining programme for primary school teachers through a comparative analysis of the content of the training manual and the English language curriculum at primary three basic education level. The English Language curriculum Content Analysis Checklist was used as a framework to analyse the curriculum content as well as the content of the training manual. Preliminary results revealed some commonalities and differences between the content of training and the Primary three English language curriculum.

3. Evaluating the Implementation of Sexuality and Life Skills Education for in-school and out-of-school Adolescents in Nigeria – Collaborators: Dr. Eze Nwokocha; Dr. Olufunke Fayehun; Prof ‘Bola Udegbe; Prof. S.K.Balogun, Prof. U.C. Isiugo-Abanihe, et. al. This is a new study sponsored by the Ford Foundation to a multidisciplinary evaluation research group through the University of Ibadan.. Documentary analysis and

c. Thesis/Dissertation:

Isiugo-Abanihe, I. M. (1991). Content-Area Reading Instructional Strategies and JS 3 Students’ Comprehension and Retention of Science Texts. An Unpublished PhD Thesis. University of Ibadan, Ibadan. 486 pages.

X. Publications

(a) Books Already Published

1. Ayodele, S.O., Araromi, M.A., Adeyoju, C.A., and Isiugo-Abanihe, I.M. (1995).

Methods of Classroom Teaching. Ibadan Educational Research and Study Group. 159 pages.

(Nigeria).

(Contribution: 25 %)

2. Odejide, Biola and Isiugo-Abanihe, Ifeoma (1999). Curriculum Workshop for

Gender and Women’s Studies in Nigeria. Ibadan: Mosuro. Publishers for the Network for Women’s Studies in Nigeria. 80 pages.

(Nigeria).

(Contribution: 40 %)

* 3. Olayinka, A. I., Agbaje, A. A. B., Alonge, A. T., Ekpenyong, G. D.,Gbadegesin, A. S.,

Isiugo-Abanihe, I. M., Oriaku, A., Raji-Oyelade, A., Taiwo, V. O. (2004) Guidelines to Writing A Doctoral Thesis. Ibadan: The Postgraduate School. 77 pages.

(Nigeria).

(Contribution: 10 %)

(b) Chapters in Books / Edited Books Already Published

4. (a) Dare, O.O., Isiugo-Abanihe, I.M., Omololu, O. and Udegbe, I.B.(Eds). (1997). Status

of Adolescents and Young Adults in Nigeria. Ibadan: Centre for Health Sciences Training. Research and Development (CHESRAD) in Collaboration with National Primary Health Care Development Agency of Nigeria (NPHCDA). (In addition to

editing the book, I planned the content of the section on Education and wrote the

Introduction - See Acknowledgements on page XV1 and page 131 of the book).

(Nigeria).

(Contribution for editing: 40 %)

(b) Ayodele, S.O. and Isiugo-Abanihe, I.M.. (1997). Resources and Costs in Education

in Dare, O.O., Isiugo-Abanihe, I.M., Omololu, O. and Udegbe, I.B. (Eds.) 1997. Status of Adolescents and Young Adults in Nigeria, Chapter12, pages 173 – 198.

(Nigeria)

(Contribution: 50 %)

Young Adults in Nigeria: The Educational Implication in Dare, O.O., Isiugo-

Abanihe, I.M., Omololu, O. and Udegbe, I.B. (Eds.)Status Of Adolescents and

Young Adults in Nigeria, pages 199-222.

(Nigeria).

(Contribution: 60 %)

5. (a) Garba, P.K., Akanji, B. and Isiugo-Abanihe, I. (1997). Women and Economic Reforms in Nigeria.Ibadan: Women's Research and Documentation Centre, University of Ibadan. 278 pages.

(Nigeria)

(Contribution for editing: 35%)

(b) Isiugo-Abanihe, Ifeoma M. (1997). Women's Education and Structural Adjustment in

Nigeria. In Garba , P.K., Akanji, B. and Isiugo-Abanihe, I. (Eds.) Women and

Economic Reforms in Nigeria, pages 156-174.

(Nigeria)

6. Isiugo-Abanihe, I.M. (1996). Evaluating the English Language Curriculum in Nigeria. In

S.O. Ayodele (ed.), Education in the Service of Humanity: Papers in Honour of

Prof. Pai Obanya, pages 270-279. . Ibadan: The Education Study and Research

Group,

(Nigeria).

7. Isiugo-Abanihe, I.M. (1996). "Education and Women Empowerment." In L. Erinosho, B.

Osotimehin and J. Olawoye (eds.), Women's Empowerment and Reproductive

Health, pages 95-106. Ibadan: Social Science and Reproductive Health Research Network,

(Nigeria)

8. Isiugo-Abanihe, I. M. (1999). Methodological Issues in The Use of Rationalistic and

Naturalistic-Oriented Observational Techniques In Educational evaluation in

Obemeata, J. O., Ayodele, Sam O. and Araromi, M. A. (Eds.)Evaluation in Africa, pages 153-165. Ibadan: Institute of Education.

(Nigeria)

9. (a) Lawal, B., Isiugo-Abanihe, I. M. and Ohia, I. N. (2002). Perspectives in

Applied Linguistics in Language and Literature. Ibadan: Stirling Horden. 487

pages This is an edited book.

(Nigeria).

(Contribution for editing: 40 %)

(b) Isiugo-Abanihe, Ifeoma M. (2002). A Qualitative Evaluation of Reading instruction

In Primary Schools in Abia State. In Lawal et al.Perspectives in Applied

Linguistics in Language and Literature, pages 417-429.

(Nigeria).

10. Isiugo-Abanihe, Ifeoma.( 2004) Measurement Constraints and Advances in Improving the

Quality of Observational Instruments. In Afemikhe O.A. & Adewale J.G.

Educational MeasurementEvaluation in Nigeria, pages 349 – 358. Ibadan: The

Education Study and Research Group.

(Nigeria).

*11. Aworh, O.C., Babalola, J.B., Gbadegesin, A.S., Isiugo-Abanihe, I.M., Oladiran, E.O. &

Okunmadewa, F.Y. (2006). Design and Development of Conceptual Framework in Olayinka, A.I., Taiwo, V.O., Raji-Oyelade, A., & Farai, I.P. Methodology of Basic and Applied Research Pages 19-34. Ibadan: The Postgraduate School.

(Nigeria)

(Contribution: 30%)

*12. Isiugo-Abanihe, Ifeoma M. (2006) Scholarly Writing in Languages and Humanities in

Olayinka, A. I., Adetimirin, V.O., and Ayobami Ojebode (Eds.) Scholarly Writing, Pages 71-83. Ibadan: The Postgraduate School.

(Nigeria).

(d) Patents: Nil

(e) Articles that have already appeared in Learned Journals

13. Isiugo-Abanihe, I.M. (1988). An evaluation of Secondary School Reading Instruction as

Perceived by Teachers in Ibadan, Nigeria. African Journal of Educational Management, Vol. 2, No. 1, 65-73. (Nigeria).

14. Isiugo-Abanihe, I.M. (1991). Towards Improvement in Reading: The Content Area

Approach. Literacy and Reading in Nigeria, Vol. 5, No. 15, 139-147.

(Nigeria).

15. Isiugo-Abanihe, I.M. (1992). Moving Reading Instruction Beyond the Language Classroom:

The PGRE Content-Area Strategy. The West Africa Journal of Education, Vol. 1 No. 2, 16-24.

(Nigeria).

16. Isiugo-Abanihe, I. M. (1996). Review of Reading Research in Nigeria. Biannual Review

of Educational Studies. Vol. 1 No. 1, 92 -103.

(Nigeria).

17. Isiugo-Abanihe, I. M. (1998). Promoting Whole Language Teaching and Learning Through

The Use of Schema-based Holistic Instructional Strategies. Nigerian Journal of AdvancedResearch in Education. Vol. 2, No. 2, 155-68.

(Nigeria).

18. Isiugo-Abanihe, I. M. and Nwosu, Florence. (1999). Diagnosis and Remediation of Reading

Disability Among Nigerian Children. Nigerian Journal of Clinical and Counselling Psychology. Vol. 5. No 1, 101 – 112.

(Nigeria).

(Contribution: 60 %)

19. Isiugo-Abanihe, I. M., Isiugo-Abanihe, U. C. and Ofrey, R. E.( 2002) “Teenage

Reproductive Health Problems in Riverine Areas of Nigeria: The Nembe Experience.’ African Population Studies. Special Edition on The African Population in the 21st Century. Volume 5, 393 – 411.

(Dakar, Senegal)

(Contribution: 60%)

20. Isiugo-Abanihe, I. M. and Labo-Popoola, O. S. (2004). School Type and Location as

Environmental Factors in Learning English as a Second Language. West African Journal of Education, Vol. 24 No 1, 55 – 63.

(Nigeria).

(Contribution: 60%)

21. Isiugo-Abanihe, Ifeoma M.. and Maduabuchi, C.H. (2004). Instructional Scaffolding

Support Strategy, Cooperative Learning and Students’ Comprehension of Text. Nigerian Journal of Applied Psychology, Vol. 9 No 1, 257-273.

(Nigeria).

(Contribution: 60%.)

22. Isiugo-Abanihe, I.M. and LongJohn, I. T. (2005). An Observational Study of Classroom of

Science Student Teachers in Port Harcourt, Nigeria. West African Journal of Education Vol. 25, 161 -176.

(Nigeria).

(Contribution: 60%)

23. Oyediran, K., Isiugo-Abanihe, I.M. & Isiugo-Abanihe U.C., (2006). Introducing HIV/AIDS Education in Primary Schools: Views of Nigerian Parents and

Guardians. African Journal of Educational Research, Vol. 10. Nos. 1&2, 94 – 107. (Nigeria).

(Contribution: 40%)

24. Isiugo-Abanihe, Ifeoma M. & Inyang, B.E. (2006). An Assessment of the Effects of

Psychosocial variables on Preparedness towards Implementation of an HIV/AIDS-Agricultural Intervention Programme. West African Journal of Physical and Health Education, Vol. 10, No. 1, 53 – 66.

(Nigeria).

(Contribution: 60%)

25. Nwagwu, W. and Isiugo-Abanihe, Ifeoma. (2006). Emerging Trends and Setbacks in e-

learning Networks in Africa. Journal of Information Technology Impact. Vol. 6, No. 285-100.

The United States of America).

(Contribution: 50%)

*26. Isiugo-Abanihe, I. M. & Maduabuchi, Chinyere H. (2006) Affective Instructional Strategy for Facilitating Reading Comprehension. Nigerian Journal of Curriculum Studies. Vol. 2. No. 1, 92 - 100 (Nigeria).

(Contribution: 50%)

27. Isiugo-Abanihe, Ifeoma. & Mamadelo, T. (2007) An Assessment of Level

of Computer Literacy and Access among Teachers and Government Workers in

Abeokuta, Ogun State, Nigeria.International Journal of Literacy Education, Vol. 4, No. 1, 127 – 134.

(Nigeria).

(Contribution: 60%)

*28. Isiugo-Abanihe, I. and Asuru, V.A. (2007). Pupils’ Low School Achievement in Rivers State: A Challenge to Sustainable Development.Knowledge Review: A Multidiscipinary Journal.Vol. 15 No. 4, 1 – 6.

(Nigeria).

(Contribution: 50%)

29. Isiugo-Abanihe, Ifeoma M. & Labopopoola S.O. (2007). Explaining Students’

Achievement In English Language: Can School Quality Make A Difference? West African Journal of Physical and Health Education, Vol. 11. No. 1, 238 – 250

(Nigeria).

(Contribution: 60%)

30. Isiugo-Abanihe, Ifeoma M. & Omeonu, C. (2007). An Assessment of Pattern of

Knowledge and Access to VCT Services Among SS 2 Girls And Boys In Iwo, Osun State, Nigeria. Nigerian Journal of Clinical and Counselling Psychology. Vol. 13, No.1, 85-95.

(Nigeria).

(Contribution: 60%)

31. Isiugo-Abanihe, Ifeoma.. (2007). A Qualitative Baseline Evaluation of School and Classroom Quality of Two Primary Schools in Abia State, Nigeria. International Journal of Continuing Education and Non-Formal Education. Vol. 4 No. 1, 186 – 206.

(Nigeria).

32. Isiugo-Abanihe, Ifeoma M. & Isiugo-Abanihe, U.C. (2007). Adolescent sexuality and Reproductive Health in Two Oil Producing Communities in Imo and Rivers States, Nigeria. African Population Studies. Vol. 22, No. 2, 47-76.

(Dakar, Senegal).

(Contribution: 60 %)

*33..Isiugo-Abanihe, I.M. & Asuru, V.A. (2007). UBE: Agenda for Enhancing Literacy and Numeracy Skills Development for Sustainable Development in Nigeria. African Journal of Education and Development Studies. Vol. 4 No 1, 264 – 276.

(Nigeria).

(Contribution: 50%)

*34. Isiugo-Abanihe, I. M. and Maduabuchi, C. H. (2010). Harnessing the Pearls of Reading Expository and Narrative Texts Through Concept Mapping, History Frames and K-W-L. Literacy and Reading in Nigeria. Vol. 12, No. 1, 128 – 137.

(Nigeria).

Contribution: 50%)

*35. Isiugo-Abanihe, Ifeoma M. & Longjohn, Ibiene Tandi. (2010) Examining Classroom Activities of Pre-Service Science Teachers during Teaching Practice. Journal of Sociology and Educationin Africa Vol. 9, No. 2, 77 - 100

(Uganda)

(Contribution: 60%)

*36. Isiugo-Abanihe, I.M. and Longjohn, I. T. (2010). Evaluation of the Methodology Aspect of the Science Teacher Education Curriculum in Nigeria. Pakistan Journal of Social Sciences, Vol. 7 No.2. 170 – 176.

(Pakistan).

(Contribution: 50%)

*37. Nwagwu Williams, Okoye Ifeanyi & Isiugo-Abanihe, Ifeoma (February 2011). HIV/AIDS Information Source Use and Sexual Behaviour of Adolescents in Ekwusigo Local Government Area of Anambra State, Nigeria. Journal of Aids and HIV Research. Vol. 3 No. 8. 138-150.

(Europe).

(Contribution: 30%)

*38. Longjohn, Ibiena Tandi & Isiugo-Abanihe, Ifeoma M. (February 2011). Hands-on and Minds-on as Business Approach for ScienceTeachers TeacherEducators in Nigeria. Business Journal – Journal of African Economic Research Consortium . Vol. 7, No 1. 56 – 67.

(Kenya).

(Contribution: 50%)

(f) Books, Chapters in Books and articles already accepted for Publications:

*39. Isiugo-Abanihe, Ifeoma M. & Babatunde, E.O. (2010 in press). In-Service Development of

Teachers of English Language and Quality Basic Education. Ibadan Journal of Educational Studies (IJES). Vol. 6, Nos 1 & 2.

(Nigeria).

Contribution: 60%

*40. Isiugo-Abanihe, Ifeoma M. and Odeniyi O. A. (2010 In Press). Evaluating Aspects of Implementation of Guidance and Counselling Programme in Oyo State Secondary Schools. Nigerian Journal of Applied Psychology, Vol. 15

(Nigeria).

(Contribution: 60%)

*41.Isiugo-Abanihe, Ifeoma M. (April. 2011 in press). Electronic Literacy in Higher Education: Implications for Programmes of English for Academic Purposes. In Emejulu, O. and Isiugo-Abanihe, Ifeoma. Cross-disciplinary Perspectives in Literacy and Language Studies.

(Nigeria).

(g) Technical Reports/Monographs: NIL

*Published/accepted since last promotion

A. My Research Focus

The main focus of my research is on Language Education and Educational research and evaluation as illustrated in the works summarized below:

(i) Language and Literacy Education

The underlying question in my works in the area of language and literacy education, over the years, has been to find out integrative and holistic instructional strategies and programmes that would enhance language teaching and learning, especially reading literacy instruction. Examples are found in my studies into the use of ‘Content area reading instructional approach’, listed in my CV as journal articles 14, 15 and 16. These present a strong rational for adoption of an ‘alternative school-wide reading programme with empirically-based instructional frameworks. Whereas article 17 gives a broader insight into the characteristics and advantages of the ‘Whole Language philosophy’ and makes a case for its adoption, article 18 and 41 provides guidelines for linking theoretical knowledge of literacy development to solving practical literacy problems. The theoretical and empirical arguments for the facilitative effects of learning scaffolds, based on interactive and social learning theories were put forward in article 21. The ‘instructional scaffolds strategy and the affective strategies used in article 26 employ social learning techniques that make the learning process more interactive and sustainable.

Two articles, listed as numbers 28 and 30, on the impact of school quality variables to students’ achievement and school life, respectively, provide a balanced argument on other crucial factors to consider in promoting effective teaching and learning, in addition to use of enhanced instructional regimes. The two studies in different ways highlight the importance of the physical environment of the school and administrative leadership. Articles 31, 33, 39 and 41 provide both empirical and evaluative knowledge that have practical implication for teaching and learning of literacy in basic education.

(ii) Educational Research & Evaluation

Development educational research/evaluation deals with educational studies that aim at promoting social justice and a sustainable world. This emerging sub-field in education has influenced several of my recent works both conceptually and methodologically. The studies which are mainly assessment of programme contexts, inputs, processes and outcomes of formal and non-formal educational programmes, yield information on development status of the target population, especially groups such as women, adolescents, young adults and children. The studies in this realm include the two in-depth baseline studies on the Integrated Family Life Education Project (Articles Nos. 19 & 32); the study of parental perception of implementation of the Family Life and HIV/AIDS curriculum in primary schools (No. 23); the context and input studies on status of adolescents and young adults (4b and c, respectively); research into women’s level of literacy and educational empowerment (5b, 7 & 27) and the study on HIV/AIDS and adolescent sexual behavior (4). Others, such as the qualitative baseline assessment of private and public schools in Aba, Abia State (Article no. 31) reveal existing inequalities in school input and processes often between private schools for the rich and public schools for the less privileged. My recent collaborative studies (35, 36 and 38) provide insight into methods, strategies and classroom practices of science educators and student teachers.

Overall, my publications in the area of educational research and evaluation have, over the years, provided theoretical and practical-oriented insights that can be useful in planning and implementing life-long education programmes that facilitate social justice for all.

B. Publications that Reflect my Research Scholarship

(a) Works on Language/Literacy Education

1. Isiugo-Abanihe, I.M. (1991). Towards Improvement in Reading: The Content Area

Approach. Literacy and Reading in Nigeria, Vol. 5, No. 15, 139-147.

Paper 14 on the CV.

2. Isiugo-Abanihe, I.M. (1992). "Moving Reading Instruction Beyond the Language

Classroom: The PGRE Content-Area Strategy." The West Africa Journal of

Education, 1(2):16-24. Paper 15 on CV.

3. Isiugo-Abanihe, I. M. (1998). Promoting Whole Language Teaching and Learning

Through The Use of Schema-based Holistic Instructional Strategies. Nigerian

Journal of AdvancedResearch in Education. Vol. 2, No. 2, 155-68.

Paper 17 on CV.

4. Isiugo-Abanihe, Ifeoma M. (2002). A Qualitative Evaluation of Reading instruction

In Primary Schools in Abia State. In Lawal et al.Perspectives in Applied

Linguistics in Language and Literature. pages 417-429.

Paper 9b on CV.

5. Isiugo-Abanihe, Ifeoma M. & Labopopoola S.O. (2007). Explaining Students’

Achievement In English Language: Can School Quality Make A Difference? West African Journal of Physical and Health Education, Vol. 11. No. 1, pages 236 – 250. Paper 28 on CV.

6. Isiugo-Abanihe, I. M. and Maduabuchi, C. H. (2010). Harnessing the Pearls of Reading Expository and Narrative Texts Through Concept Mapping, History Frames and K-W-L. Literacy and Reading in Nigeria. Vol. 12, No. 1, 128 – 137. Paper 34 on CV.

(b) Educational Research and Evaluation

7. Isiugo-Abanihe, Ifeoma M. (1997). Women's Education and Structural Adjustment in

Nigeria. In Garba et al. (eds.) Women and Economic Reforms in Nigeria Chapter 8, pages 156-174. Paper 5b on CV.

8. Isiugo-Abanihe, I. M., Isiugo-Abanihe, U. C. and Ofrey, R. E. (2002). “Teenage

Reproductive Health Problems in Riverine Areas of Nigeria: The Nembe Experience.’ African Population Studies. Special Edition on the African Population in the 21st Century. Volume 5, pages 393-411.

Paper 19 on CV

9. Isiugo-Abanihe, Ifeoma.( 2004). Measurement Constraints and Advances in Improving

the Quality of Observational Instruments. In Afemikhe O.A. & Adewale J.G. Educational Measurement and Evaluation in Nigeria, pages 349 – 358. Paper 10 on CV

10. Isiugo-Abanihe, Ifeoma M. & Longjohn, Ibiene Tandi. (2010) Examining Classroom

Activities of Pre-Service Science Teachers during Teaching Practice. Journal of Sociology and Education in Africa Vol. 9, No. 2, pages 77 – 100.

Paper 28 on CV.

XI Some Related Conferences and Workshops Attended and Papers Read

1. Reading Association of Nigeria Conference, Organized by Calabar Chapter of the Association. University of Calabar. September, 2006. Paper Read: Desuggestopedia: An Affective Instructional Strategy for Reading Instruction.

2. Reading Association of Nigeria Conference held at the University of Uyo, Akwa Ibom State, Nigeria. October, 2008. Paper: Harnessing the Pearls of Reading Expository and Narrative Texts Through Concept Mapping, History Frames and K-W-L.

3. International Conference on Literacy and Communication, University of Ibadan,Ibadan. August 4-5, 2010, Paper presented: In-Service Teachers Development of Quality Basic Education

4. International Conference on Challenges on Quality of Education in Nigeria Institute

of Education, University of Ibadan, Nigeria (Feb. 8-12, 2010). Paper read with Long John

I.T.: Evaluation of the Methodology Aspect of the Science Teacher Education Curriculum

in Nigeria.

5. The Lagos Eko Capacity Building Workshop for Secondary School administrators.

Paper Presented: School Effectiveness and Quality Assurance. May 17 – 20 , 2011

6. Annual Conference of Counselling Association of Nigeria (CASSAN). Kano, 2011. Paper

read with Odeniyi A.O.: Evaluation of Guidance and Counselling Resources in Secondary

Schools in Oyo State.

7. Reading Association of Nigeria Conference held at the University of Nigeria (UNN),

Nsukka. 16 – 19 October, 2013. Paper read with Oladimeji, B. T.: English

Language Learning in Nigeria: Some Contextual Issues in Meeting the Millennium

Development Goals.