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Dr. Esther Etop Ekon


Science Education


Lecturer II


[email protected]

About Dr. Esther Etop Ekon

Dr. (Mrs.) Esther E. Ekon is a seasoned teacher who has taught in all levels of Education in Nigeria starting from Nursery/Primary. She obtained her Ph.D in Science Education from the University of Nigeria, NSUKKA in 2013. She transferred her services from Cross River State Secondary School Education Board to the University of Calabar as Lecturer II in 2014. Since joining the University, she has been teaching and contributing to the graduation of students at all levels. She has served the Department as Examinations Officer (2014-2018) and is presently, serving in many Committees within the Department. She has made significant contributions to the studying of Science Education especially in Biology and Basic Science through her several publications and conference papers presented both locally and internationally. She also co-authored and authored several academic books. She is a member of Professional bodies like Science Teachers Association of Nigeria (STAN), Association for childhood Educators, Nigeria (ACEN), Teacher Registration Council of Nigeria (TRCN). She generally loves teaching using activity-based, innovative strategies and engages herself more on several investigative research works both personally and with her students.

S/N Qualification School Atttended Started Finished
First School Leaving CertificateSt Mary's Primary School, Efut Abua, Calabar, Cross River State19681975
WASCEdgerly memorial Girl's Secondary School, Calabar, Cross River State19751980
WASCSchool of Basic Studies, Akamkpa, Cross River State19851985
B.Sc. (Ed) BiologyUniversity of Calabar, Calabar, Cross River State19871991
M.Ed Science EducationUniversity of Nigeria, Nsukka, Enugu State20042008
Ph.DUniversity of Nigeria, Nsukka, Enugu State20082013

S/N Publication
Ekon, E. E., & Edem, N. B. (2018). Conceptual Change Pedagogy and its effects on students’ cognitive Achievement and interest in Biology. International journal for Cross-Disciplinary subjects in Education (IJCDSE). 9(2): 3407-3413.
Ekon, E. E. &Ihejiamaizu, C.C. (2018). Teaching Food Production and preservation using Constructivist-based strategy SS1 Biology Students For self-Reliance. . Global Journal of Educational Research. 17(2018), 9-21. AJOL(S.Africa)
Ekon, E. E, Ezenwa-Nebife, D.C., Ekwueme, C. O., & Anditung, P.A. (2018). Enhancing Students’ Academic Performance in Basic Science and Mathematics through Inquiry Pedagogy in Calabar Education Zone. The Researchers Journal Group, 1 (3): 50-58.
Ihejiamaizu, C.C., Ekon, E. E. & Neji, H. A. (2017). Comparative Effectiveness of Concept Mapping, 5Es, Learning Cycle and Lecture Methods on students’ Achievement in Biology. Education for Today, 13 (2): 180-188
Ekwueme, C. O. Ekon, E. E., & Ezenwa-Nebife, D. C. (2016). Education for sustainability through academic freedom. Global Journal of Educational Research, 15, (2): 23-39. AJOL(S.Africa)
Ekon, E. E., & Eni I. E. (2015). Gender and acquisition of science process skills among junior secondary school students in Calabar Municipality: Implications for Implementation of Universal Basic Education objectives. Global Journal of Educational Research. 14(1): 93-99. AJOL(S.Africa)
Ekon, E.E., and Edem, N.B. (2015) Effects of computer-based constructivist instruction on students’ achievement and interest in biology.Educational Research.-International Research Journal 6(4). 85-90. Available [email protected]:// ISSN: 2141-5161)
Ekwueme, C.O., Ekon, E.E., and Ezenwa-Nebife, D.C. (2015).The impact of Hands-on-approach on students’ academic performance in Basic Science and Mathematics, Higher Education Studies. 5(6), ISSN 1925-475X
Ekwueme, C.O. Ekon, E. E., and Edem N.B. (2016). Integration of Information and Communication Technology (ICT) into research and teaching in selected Universities in south-south zone of Nigeria. American Association for Science and Technology (AASCIT) Journal of Education. 1(5), 71-75. ISSN: 2381-1307
Udoh, N.M and Ekon, E.E. (2018). Influence of Virtual Reality and Flow Chart on Biology students’ academic achievement on Circulatory System in Uyo Municipality. Journal of Education and Practice. 9 (12) 123-128.; ISSN 222-288X
Mandor, A.K. and Nwosu, A.A. (2005). Effects of a constructivist-based instructional model on acquisition of science process skills among junior secondary school students. Review of Education: Institute of Education Journal. University of Nigeria, Nsukka,16(2),125-131
Ekon, E.E., Ekwueme, C.O. and Meremikwu, A. (2014).Effects of five phases of constructivist instructional model (CIM) on Junior Secondary school two (JSS2) students’ cognitive achievement and interest in Basic Science and Mathematics in Cross River State of Nigeria.Education, 4(3), 74-77.

warning No Result For Grants Received.

S/N Conference Description Started Finished
8th British congress of mathematics education (BCM-8). Ekwueme, C. O., Ekon, E. E., & Meremikwu, A. N. (2014). Acquisition of Mathematical Skills in Trigonometrically Concepts through Project Based Learning and Junior Secondary Schools in Calabar Municipality of Cross River State, Nigeria.2014-09-072014-09-11
South Africa International Conference on Educational Technologies. PretoriaEkwueme, C. O., Ekon, E. E., & Ezenwa-Nebife, D. C. (2016). Effects of educational video clip on students’ academic performance in Basic Science and Mathematics Concepts in Junior Secondary school three in Cross River State. 195-2022016-04-242016-04-26
57th Annual Conference of Science Teachers Association of Nigeria.Ekon, E. E., &Nwosu, A. A. (2016). Utilizing PEDDA as an effective teaching Strategy for Cognitive Achievement and interest in Biology. 124-132.2016-08-152016-08-20
International Conference on Education, Development and Innovation (ICEDI), GhanaEdem, N. B. &Ekon, E. E., (2016). Faculty Awareness and Utilization of Video clips as an instructional medium for teaching and learning in Nigeria Universities. 168-1762016-08-292016-08-31
8th International Science, Technology, Education, Arts, Management & Social Sciences (iSTEAMS) Conference SeriesIhejiamaizu, C.C., Ekon, E. E. &Neji, H. A. (2017). Comparative Effectiveness of concept Mapping, 5Es, Learning Cycle and lecture Method on students’ Achievement in Biology. 25-342017-05-312017-06-02
London International Conference on Education (LICE-2017) . Cambridge, UK Ekon, E. E&Edem, N. B. (2017). Effects of Five-Step Conceptual Change Instructional Model on Students’ Cognitive Achievement and Interest in Biology 2017-12-112017-12-14