AAUA Don Omoniyi advocates adoption of innovative teaching methods to unlock students’ potential

…..Says no child is a dullard

A Professor of Science Education and Curriculum Studies, Olubunmi Omoniyi, wants educators to adopt innovative teaching methodologies that will unlock the innate potential of students.

She also recommended the integration of indigenous languages to improve science education in Nigeria.

The Don made the recommendations while delivering the 43rd Inaugural Lecture of Adekunle Ajasin University, Akungba-Akoko, on Tuesday, 15th July 2025, titled. “A Science Classroom Where Everyone is a Genius: Management through Phenomenological Methodology”,

 Prof. Omoniyi who drew from decades of teaching experience to call for a radical shift in the delivery of science subjects, argued that every learner possesses innate potential that can be unlocked through transformative and contextually relevant approaches.

Using her doctoral research as a case study, she recounted how an activity-based learning cycle applied to topics such as electrolysis and thermodynamics led to the success of all participating students, each progressing at their own pace. According to her, the outcome demonstrated the effectiveness of personalised instruction and dispelled the notion of academic dullness among students.

She said, “All 60 students I taught passed at different paces, yes, but none was left behind. That was the moment I realized: there are no dullards, only untapped genius.”

Prof. Omoniyi identified phenomenological methodology as a key strategy in effective science teaching. This student-centred method recognises individual learning paces and experiences while prioritising strong classroom management. She asserted that well-managed classrooms, combined with strategic pedagogy, can transform science education into a dynamic, engaging process.

While highlighting the systemic challenges facing science education in Nigeria, she pointed to underfunded laboratories, a shortage of qualified teachers, outdated curricula and a dependency on foreign teaching models.

She urged educators to embrace inquiry-based and constructivist techniques, including the Learning Cycle Method, Vee Mapping and Scaffolding, which promote critical thinking and deeper learning.

She also emphasised the importance of teacher training, arguing that subject knowledge alone is not sufficient without the corresponding pedagogical skill. Her position was that effective teaching requires a comprehensive understanding of how to convey complex scientific ideas in relatable ways.

The role of parents was equally underscored, with a call for early stimulation of scientific interest through the provision of educational tools such as puzzles and science kits. According to her, parental support can lay a strong foundation for a lifelong passion for science.

Prof. Omoniyi advocated government investment in well-equipped laboratories to accommodate the increasing number of students in science disciplines. She further urged support for indigenous textbook authors to produce affordable, locally relevant materials tailored to the Nigerian context.

She criticised the widespread adoption of foreign curricula in private schools, particularly the British model, which she described as often detached from local needs. The Inaugural Lecturer recommended curriculum reform that aligns with national development priorities and the lived realities of learners.

The Vice Chancellor of the university, Prof. Olugbenga Ige, who presided over the event, commended Prof. Omoniyi for her contributions to the development of science education and acknowledged her commitment to scholarship and societal advancement.