PROFESSOR LAWRENCE ACHIMUGU DELIVERS THE 30TH INAUGURAL LECTURE OF PRINCE ABUBAKAR AUDU UNIVERSITY, ANYIGBA

PROFESSOR LAWRENCE ACHIMUGU DELIVERS THE 30TH INAUGURAL LECTURE OF PRINCE ABUBAKAR AUDU UNIVERSITY, ANYIGBA

….Calls for Improved Teacher Welfare and Effective Implementation of Innovative Teaching Methods in Science Education

Professor of Science Education and Dean of the Faculty of Education, Professor Lawrence Achimugu, has called for improved teacher welfare, adequate funding of education and effective implementation of innovative teaching methods to strengthen science education in Nigeria.

Prof. Achimugu made the call while delivering the 30th Inaugural Lecture of Prince Abubakar Audu University, Anyigba, on Tuesday, 20th October, 2026, on the topic: “Monkey De Work, Baboon De Chop: The Dark Shadow over Innovative Teaching Methods in Science Education.”

The Inaugural Lecturer explained that science education plays a significant role in developing the knowledge, skills and competencies required for problem-solving, innovation, critical thinking and national development.

He noted that science education goes beyond the transmission of scientific facts, stressing that effective science teaching should expose learners to scientific products, processes and attitudes while equipping them with the ability to investigate problems, ask questions, conduct experiments and apply knowledge to practical situations.

Prof. Achimugu explained that innovative teaching methods are modern, creative and learner-centred approaches that move beyond traditional teacher-centred instruction to promote active participation, collaboration, creativity and real-world problem-solving.

He stressed that such methods are essential in preparing learners for the demands of the 21st century, particularly in a world increasingly shaped by technological advancement, globalisation, environmental challenges and the need for scientific solutions to societal problems.

The Professor of Science Education noted that innovative teaching methods encourage students to develop analytical and critical-thinking abilities, improve their understanding of scientific concepts and acquire the competencies needed to contribute meaningfully to economic and social development.

He identified emerging approaches in science education to include inquiry-based learning, problem-based learning, project-based learning, Science, Technology, Engineering and Mathematics (STEM), Science, Technology, Engineering, Arts and Mathematics (STEAM), digital and virtual laboratories, artificial intelligence-supported learning, flipped classrooms, blended learning and the enriched lecture-teaching method.

Prof. Achimugu explained that these methods promote self-directed learning, collaboration, creativity and practical engagement, enabling students to connect classroom knowledge with real-life experiences.

He noted that innovative teaching methods also provide opportunities for learners to move beyond passive reception of information to active participation in the learning process through hands-on activities, experimentation, projects and the application of scientific principles.

The Inaugural Lecturer, however, observed that despite the recognised benefits of innovative teaching methods, their implementation in developing countries, including Nigeria, remains limited by several challenges that prevent teachers from translating educational policies and research findings into effective classroom practices.

Explaining the title of the lecture, Prof. Achimugu stated that the expression “Monkey De Work, Baboon De Chop” reflects a situation in which those who make the greatest effort do not necessarily receive commensurate rewards or recognition.

He explained that in science education, teachers are often expected to undertake the demanding work of adopting innovative teaching methods, while operating under conditions of inadequate remuneration, limited resources, insufficient institutional support and poor recognition.

In his words, this imbalance can weaken teachers’ motivation, reduce their willingness to invest additional effort in instructional innovation and undermine the effective implementation of teaching methods designed to improve learning outcomes.

He maintained that when teachers perceive their labour as undervalued and their contributions inadequately rewarded, innovative teaching strategies may remain theoretical rather than being established classroom practices.

Prof. Achimugu further explained that the challenges associated with the metaphor create a negative effect on teachers’ morale, professional commitment and effectiveness, thereby limiting the transformative potential of innovative teaching methods in science education.

On the major obstacles to the implementation of innovative teaching methods, the Inaugural Lecturer identified inadequate funding, poor infrastructure, insufficient instructional materials, overcrowded classrooms, inadequate teacher training and weak implementation of educational policies.

He noted that inadequate funding limits the availability of functional science laboratories, equipment, instructional materials and digital facilities required for practical and technology-supported learning.

The Professor of Science Education also noted that digital and virtual teaching methods depend on reliable electricity, internet connectivity and access to computers, facilities that remain unavailable in many under-resourced schools, particularly in rural communities.

He explained that the absence of these facilities often forces teachers to rely on traditional lecture-based methods, thereby limiting students’ opportunities to acquire practical scientific skills and engage in meaningful experimentation.

Prof. Achimugu also drew attention to overcrowded classrooms, noting that a high teacher-student ratio makes it difficult to implement learner-centred approaches that require individual attention, active participation and continuous feedback.

He stated that large class sizes place additional demands on teachers and may shift their attention towards classroom management rather than the adoption of innovative instructional strategies.

On teacher preparation, the Inaugural Lecturer stressed that effective implementation of innovative teaching methods requires continuous professional development, mastery of modern instructional strategies and competence in the use of digital technologies.

He observed that inadequate in-service training and limited exposure to contemporary teaching approaches reduce teachers’ confidence and capacity to incorporate educational innovations into classroom practice.

Prof. Achimugu also highlighted the weak implementation of education policies and budgetary provisions as major challenges confronting the development of science education.

He noted that inadequate funding, coupled with weak budget implementation, has continued to affect the provision of essential educational resources and the creation of enabling conditions for effective teaching and learning.

The Inaugural Lecturer further noted that limited awareness and underutilisation of recommended innovative teaching methods among science teachers remain significant concerns.

He explained that research findings presented in the lecture showed that many science teachers had limited awareness of several recommended teaching methods, while a number of methods known to them were still underutilised.

According to him, these findings shows the need for sustained teacher training, adequate institutional support and improved working conditions to encourage the effective adoption of innovative approaches in science classrooms.

Prof. Achimugu linked the challenges confronting science education to students’ academic performance, noting that the absence of adequate training, resources and institutional support may lead to superficial adoption of innovative teaching methods or a continued reliance on conventional instructional practices.

He stressed that the quality of science education has implications for the development of skilled professionals in medicine, engineering, agriculture, technology and other fields that contribute to national growth.

The Inaugural Lecturer maintained that a country’s capacity to address challenges in health, industrial development, environmental sustainability and technological advancement depends partly on the quality of science teaching and learning in its educational institutions.

He emphasised that teachers play a fundamental role in preparing the minds behind professional and technological achievements, noting that effective science education provides an important foundation for innovation and national development.

The Professor of Science Education explained that his career in teaching had spanned more than 42 years, beginning at the primary school level before progressing through secondary and tertiary education.

In his suggestions for improving the utilisation of innovative teaching methods in science education, Prof. Achimugu called for enhanced salaries and incentives for teachers, stressing that educational policymakers must recognise the central role teachers play in producing human capital.

He advocated a new remuneration structure for teachers, which he described as a “Living Salary Scale,” alongside improved welfare provisions to motivate teachers and encourage their commitment to effective teaching.

The Inaugural Lecturer also called for adequate funding of education, recommending that the Federal Government should work towards implementing the United Nations budgetary allocation recommendations of 26 per cent of the annual budget and 15 per cent of Gross Domestic Product for education.

He urged government at all levels to declare a state of emergency on teachers’ remuneration and welfare, noting that improved salaries and appropriate incentives were necessary to address the challenges undermining the effective implementation of innovative teaching methods.

Prof. Achimugu further recommended a comprehensive welfare package for teachers, particularly science teachers, to include annual leave allowance, furniture allowance, disturbance allowance for transferred teachers, vehicle or car refurbishment loans, and housing loans.

He stressed that improved welfare should be accompanied by good governance, accountability, equity, justice, transparency and the political will to implement approved budgets effectively.

The Professor of Science Education also called for the reintroduction of science allowance to encourage science teachers to make effective use of innovative teaching methods and the resources required for practical science instruction.

He recommended that teachers and university lecturers adopt simple, student-centred approaches, including the enriched lecture method, rather than struggle to implement high-sounding innovations without adequate preparation or enabling conditions.

Prof. Achimugu further recommended the reintroduction and compulsory application of the Postgraduate Diploma in Education (PGDE) as a minimum teaching qualification for university lecturers to strengthen pedagogical competence and support effective teaching practices.

He maintained that improving science education requires a comprehensive approach that combines adequate funding, improved teacher remuneration, the provision of laboratories and instructional resources, curriculum and examination reforms, continuous professional development and institutional support for teachers.

The Inaugural Lecturer stressed that educational innovations would produce meaningful results only when teachers were adequately prepared, properly motivated and supported by policies and institutions committed to improving teaching and learning.

He added that science education should be treated as a strategic investment in national development because effective classroom teaching contributes to the preparation of professionals and citizens capable of solving societal problems.

Earlier, the Chairman of the Inaugural Lecture Committee, Prof. S. S. Arogba, and members of the committee were acknowledged for their role in organising the academic event.

In his address, the Vice-Chancellor of Prince Abubakar Audu University, Anyigba, Professor Salisu Ogbo Usman, described the 30th Inaugural Lecture as a reaffirmation of the University’s commitment to rigorous scholarship, intellectual engagement, the preservation of knowledge and the application of research to societal advancement.

Prof. Usman described the topic as timely and significant, noting that science education is central to a society’s ability to develop, innovate, solve problems and compete in an increasingly knowledge-driven world.

He explained that the manner in which science is taught influences how learners think, investigate problems and acquire the competencies required to contribute to the future development of the nation.

The Vice-Chancellor noted that the lecture drew attention to the challenges confronting teachers and researchers who develop and implement innovative teaching methods, often in the face of limited resources, inadequate institutional support and insufficient recognition.

He stressed that effective science teaching requires more than the transmission of facts or the memorisation of theories, noting that activity-based learning, inquiry, experimentation, laboratory practice and the appropriate use of technology can help students develop curiosity, critical thinking, creativity and practical problem-solving skills.

He noted that the implications of science education extend beyond the classroom, as the quality of education influences a society’s capacity to respond to challenges in health, agriculture, engineering, technology, environmental sustainability and industrial development.

The Vice-Chancellor congratulated Prof. Achimugu on the academic milestone and commended his contributions to teaching, research, mentorship and educational leadership.

He also expressed appreciation to the Chairman and members of the Inaugural Lecture Committee for their dedication, diligence and careful planning in organising the event.

The lecture attracted members of the University community and other invited guests who gathered to celebrate scholarship and reflect on the challenges and prospects of improving science education through effective teaching methods.

Uredo Omale,
Director, Public Affairs,
Prince Abubakar Audu University, Anyigba.