Vol. 12 No. 1 (2019): Journal of Curriculum and Instruction (Special Edition in Honour of Prof. Adekunle Solomon Olorundare)
The idea of having a special edition of the Journal of Curriculum and Instruction, JCI in honour of Professor Adekunle Solomon OLORUNDARE is again a great pleasure for the entire members of the Editorial Board and by extension, Department of Science Education. The last two editions were equally dedicated to the duo of Professors Michael Olubusuyi FAJEMIDAGBA and Isaac Olakanmi ABIMBOLA. The trio together can be regarded as founding fathers of then Department of Curriculum Studies and Educational Technology (CSET). They have in their own ways provided enabling environment to make learning, mentoring and grooming of young scholars in the Department today an easy task. The last 40 years of their services to the University will remain ever green with memories difficult to ignore.
Prof. Olorundare, asides being a successful Chemistry Educator, led a unique area in the field of education: Curriculum Development. His contributions and achievement in training curriculum experts/developers across the length and breadth of this nation cannot be underestimated. His picture in the heart of many is that of a father who had mentored and ever willing to assist as many as he could. His simplicity, sense of purpose, integrity and large disposition to accommodate all shades of opinions are few of what we will all missed about this humility personified scholar. The enigma called Olorundare can be very unassuming in relationship with peers and younger ones.
This edition, volume 12 number 1 (2019) is therefore dedicated to Prof. Olorundare in recognition of his worthy contributions to the fields of Education and Chemistry. Articles published in this edition specifically elucidates on teachers’ awareness of sustainable development goals, effective management and delivery of entrepreneurship curriculum in Nigeria. An attempt was also made to expand justifications for understanding the relationship between learners’ cognitive styles and performance in Chemistry while the study on mathematics revealed the efficacy of laboratory instructional strategy on enhancing pupils’ attitude and retention ability in the classroom. Submissions on institutional policy implementation and adoption of Learning Management System (LMS) in Nigerian universities as well as Preferences for Test Type by Teachers of Chemistry in Ilorin, Nigeria were advanced. This edition is therefore a must read for stakeholders in various domains of education. The excellent job done by editorial board in making the articles readable for the knowledge and pleasure of readers is equally commendable. I urge you all to enjoy your reading.
Esther O. Omosewo, PhD
Professor of Physics Education
Managing Editor
Journal of Curriculum and Instruction
