Dr. Uchenna Okeke Reinvents Physics Instruction in Underserved Nigerian Schools

By Ugo Aliogo

At a time when resource scarcity threatens the quality of science education across many African communities, Dr. Uchenna Kingsley Okeke has forged a bold new path — transforming underfunded physics classrooms into hubs of hands-on innovation using discarded materials and cognitive ingenuity.

Between 2019 and 2021, while completing his doctoral research in Physics Education at the University of Ibadan, Dr. Okeke led a quasi-experimental instructional intervention across select secondary schools in Ibadan metropolis. The project, rooted in his concept of “psycho-productive competency,” merged theoretical knowledge with practical, student-led experimentation and display of conceptual comprehension of physics topics through the production of visible, tangible evidence of knowledge gain using locally sourced and recyclable materials — including used milk tins, electric bulbs, empty cartons, rollers, and discarded wires.

“In many of these schools, there were poor availability of functioning laboratory equipment,” Dr. Okeke explained. “But what we lacked in resources, we made up for with creativity, contextual relevance, and a deep belief in the capacity of our learners.”

Adapting a framework inspired by vocational and technical education, Dr. Okeke’s approach emphasized learning by doing, challenging students to not only understand physics principles in mechanics and heat transfer, but to demonstrate mastery through tangible, functioning end-products. Learners constructed basic heat exchangers, lever systems, and simple machines using everyday items — an effort that brought physics concepts out of the abstract and into real life.
The initiative did not only increase student engagement but ignited a wave of excitement across classrooms. Students eagerly volunteered for participation and collaborated in small groups to conceptualize, design, and present their models. “The classroom became a workshop of ideas,” Dr. Okeke recalled. “You could see young minds stretching, collaborating, and thinking beyond the textbook.”

The intervention received enthusiastic approval from both teachers and school management. One school principal remarked, “We saw a transformation in the students — not just in test scores, but in their confidence and willingness to ask questions.” The project recorded a notable rise in class attendance and student-led inquiry, with learners often staying back after school to improve their models and rehearse their explanations.

Teachers reported greater ease in delivering content when students had visual and physical references. In one notable example, a student used a wire coil, and an empty can to demonstrate heat conduction — a design that was so effective it was later used as a demonstration tool in subsequent lessons.

Beyond immediate learning outcomes, the initiative empowered students with problem-solving skills, nurtured resourcefulness, and built teamwork. It also validated indigenous intelligence and resource use, affirming that excellence in science does not require imported tools but rather inspired thinking and local ingenuity.

Dr. Okeke’s approach resonates with broader educational goals such as the Sustainable Development Goal 4 (Quality Education) by fostering inclusive, equitable, and quality learning environments, especially in low-resource contexts. His model aligns with efforts to decolonize science education, ensuring that students’ cultural contexts and realities are central to how science is taught and understood.

This project complements his broader research portfolio, including the Cognitively Guided Instructional Model, and supports his ongoing commitment to educational justice, academic innovation, and learner-centered science instruction.

By reimagining physics education from the ground up — quite literally, from the junkyard to the classroom — Dr. Uchenna Okeke is giving a new generation of Nigerian students the tools to build knowledge, confidence, and a future grounded in science.

His work continues to inspire dialogue across universities, teacher training colleges, and curriculum development platforms — challenging educators to rethink what’s possible when learners are equipped with opportunity, imagination, and trust.