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All Journal EduMatika: Jurnal MIPA Indonesian Journal of Innovation Science and Knowledge Journal of Education and Teacher Training Innovation (JETTI)
Okongwu, Dozie John
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Chemistry Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences

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Phytochemical Analysis of Soursop Peel, With the Extraction and Characterization of its Oil Ezeiheukwu, Chika Mary; Okongwu, Dozie John
EduMatika: Jurnal MIPA Vol. 4 No. 4 (2024): EduMatika: Jurnal MIPA
Publisher : Lembaga Riset Mutiara Akbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/emju.v4i3.740

Abstract

Soursop (Annona muricata) peels was analysed for its proximate composition. It was found to contain 3.2 % dark green oil, 10.65 % crude protein, 21.3% moisture, 3.8 % ash, 12.69 % crude fiber, 31.31 % carbohydrates and 4.40 % ash. The elemental composition of the peel was determined, using Atomic Absorption Spectroscopy. It was found to contain Calcium (32.45 mg/100 g), magnesium (48.23 mg/100 g), zinc (125.15 mg/100 g), phosphorus (128.24 mg/100 g), iron (72.52 mg/100 g) and manganese (3.82 mg/100 g). Extraction of oil from the peel was also carried out using sohxlet extraction method. Some chemical Characteristics of the oil was determined. The result showed that the oil have a saponification value of 131.84 mg, iodine value of 66.68 mg/100 g, free fatty acid value of 3.64 mg, and oleic acid value of 0.1889 mg.
Influence of Large Class Size on the Effective Teaching and Learning of Chemistry in Secondary Schools in Onitsha North Local Government Area of Anambra State Okongwu, Dozie John
Journal of Education and Teacher Training Innovation Vol. 3 No. 1 (2025): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v3i1.165

Abstract

The study investigated the influence of large class size on the effective teaching and learning of Chemistry in secondary schools in Onitsha North Local Government Area, Anambra state. The study adopted a descriptive survey research design. Four research questions guided the study. The population of the study comprised two thousand six hundred and five (2,605) secondary schools two (SS II) Chemistry students and Sixty seven (67) Chemistry teachers. Simple random sampling technique was used. One hundred and eighty (180) senior secondary two (SS 2) Chemistry students and twenty (20) Chemistry teachers were sampled and used for the study. The instrument for data collection was structured questionnaire developed by the researchers. Also, the instrument was validated by three experts and the reliability of the instrument was obtained using Cronbach alpha reliability which gave a reliability index of 0.85. Data collected were analyzed using mean and standard deviation to answer the research questions. The findings of the study revealed the followings: It was revealed that large class size negatively influence the teaching of Chemistry in secondary school. It was revealed that large class size negatively influence the learning of Chemistry in secondary school. It was revealed that large class size have ineffective classroom interaction during Chemistry lesson. It was revealed that teachers do not provide optimum support for students in large class size during Chemistry lesson. Based on the findings and conclusions, it was recommended among others that the policy makers and government should ensure that more classrooms are built and number of students in a class should not be more than 40. The Parent Teacher Association (PTA), School Based Management Board (SBMB), philanthropist and other charitable organizations are also implored to compliment the effort of the government to boost the performance of students by building more class rooms and buildings. Teacher should employ variety of teaching methods that would be beneficial to all students irrespective of the size of the class.
Factors Affecting the Curriculum Implementation in Teaching of Chemistry in Senior Secondary School in Onitsha Education Zone in Anambra State Okongwu, Dozie John
Indonesian Journal of Innovation Science and Knowledge Vol. 2 No. 2 (2025): IJISK 2025
Publisher : Fakultas Pendidikan Ilmu Keguruan, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/ijisk.v2i2.169

Abstract

The study investigated the factors affecting the curriculum implementation in teaching of chemistry in senior secondary school in Onitsha education zone in Anambra state. The study adopted the descriptive survey research design. Five research questions guided the study. The population of the study comprised all the 98 chemistry teachers in Onitsha Education Zone, Anambra State. A sample of 98 chemistry teachers was used for the study. The instrument for data collection was a structured questionnaire developed by the researchers which was titled ‘Questionnaire on factors affecting curriculum implementation in teaching of Chemistry (QFACITC). The instrument was validated by three experts and the reliability of the instrument was obtained using Cronbach Alpha reliability which gave a reliability index of 0.85. Data were collected were analyzed using mean and standard deviation to answer the research questions. The findings of the study revealed the following: that teachers perceive the effectiveness of the current chemistry curriculum effective in meeting educational objectives and student learning needs, the primary challenges faced by teachers in implementing the chemistry curriculum effectively in the senior secondary school, as found by the study include; inadequate laboratory equipment, insufficient textbooks and educational materials limit teaching effectiveness among others, cultural and societal factors influence the implementation of the chemistry curriculum, technology is effective in the delivery and enhancement of the chemistry curriculum implementation, adequate resource allocation, digital resources, clear policy guidelines, real-world applications, periodic curriculum review are strategies that can be implemented to overcome the challenges affecting effective curriculum implementation in chemistry education in secondary schools. Based on the findings of the study, the following recommendation were made: provision of laboratory facilities should be by a combined effort of the government, Parent Teachers’ Association and other education stakeholders; Chemistry teachers and students should improvise instructional materials especially those that involve the use of local materials; philanthropists should invest in the education needs of their community especially in the area of instructional material provision as well as fund assistance; Chemistry teachers should be involved in decision-making and the planning of the Chemistry curriculum.
Co-Authors Ezeiheukwu, Chika Mary