Exploring the Constructive Alignment of Pedagogical Practices in Science and Engineering Education in Sub-Saharan African Universities: A Nigerian Case Study

David Olubiyi Obada, Olayinka Adewumi, Chika Yinka-Banjo, Amos Bajeh, Razak Alli-Oke


Improved pedagogical approaches in teaching science and engineering are crucial to solving the most pressing technological challenges faced in most developing countries. Despite the avalanche of programs to train faculty members to fill this need, there is a need to conceptualize benchmarks for evaluating how teaching should be delivered to students in our institutions. The aim of this paper is to understand how science and engineering courses can be taught in a more effective manner in our universities, especially in developing countries, using the backward design approach. Several case studies of undergraduate science and engineering courses were outlined and the backward design approach was used to put them in context. Questions generated by the conceptual framework guided the analyses and these components constructively aligned with each other.


Pedagogy; Technology: Sub-Saharan Africa; Engineering Education; Blooms’ Taxonomy

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International Journal of Engineering Pedagogy (iJEP) – eISSN: 2192-4880
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