Projects & Publications
Featured Research & Projects
Matrosy LLC’s knowledge leadership is built on a strong foundation of published research, including:
- Cybercrime prevention education strategies
- Gender mainstreaming impacts on sustainable development
- Social studies curriculum improvement
- Teacher well-being in rural schools
- Effects of innovative teaching strategies on learner outcomes
Explore Dr. Omojemite’s 20+ peer-reviewed articles in respected journals and learn how evidence-based insights drive our consulting approach.
Projects
Enhancing Pre-Service Teachers’ Digital Awareness on Cybercrime Prevention
Institution: Adeyemi University of Education, Ondo – SLS Project
Duration: 8 weeks
This project infused cybercrime prevention education into the Social Studies curriculum for pre-service teachers. Using modules adapted from the UNODC framework, it employed Scaffolding Learning Strategy (SLS) to improve students’ awareness and teaching readiness on ICT safety. The quasi-experimental study compared cooperative and conventional teaching strategies and led to measurable gains in learners’ knowledge and attitudes toward cybercrime prevention.
Result
Published in three peer-reviewed journals and presented at academic conferences across South Africa.
Cooperative Learning for Effective Cybercrime Education
Institution: Ekiti State University – CLS Project
Duration: 6 weeks
This project introduced Cooperative Learning Strategy (CLS) into Civic and Social Studies education with a focus on cybercrime prevention among pre-service teachers. The intervention improved collaboration, critical thinking, and understanding of ICT’s risks and responsibilities. Findings recommended institutional adoption of cooperative methods to enhance digital literacy in future educators.
Result
Resulted in peer-reviewed publications and was recognized at postgraduate research conferences.
Community-Based Audio-Visual Learning Enhancement
Project Location: Ikere-Ekiti, Nigeria
This project focused on evaluating the effectiveness of audio-visual materials in teaching Social Studies across junior secondary schools. By distributing visual aids and training teachers in their use, the study found a significant improvement in student engagement and comprehension. Recommendations included wider adoption of technology-assisted teaching and government support for learning infrastructure.
Result
Publication on the impact of audio-visual aids in Ekiti schools and advocacy for tech integration in public education.
Gender Mainstreaming and Policy Reform for Local Development
Region: OR Tambo District, Eastern Cape, South Africa – Postdoctoral Fellowship Project
As part of a national project funded by Nedbank South Africa and coordinated by Walter Sisulu University, this initiative assessed gender equity practices across six municipalities in the OR Tambo District. Through stakeholder dialogues and structured interviews, the project explored themes like gender-based violence, workplace segregation, and policy gaps. The findings informed new gender policy recommendations aimed at improving inclusion, female leadership, and social cohesion.
Result
Led to multiple publications focused on gender inclusion, mainstreaming strategies, and local governance.
Capacity Development for Elementary School Teachers in Ekiti State
Program: UBEC Nigeria (2023–2024)
This facilitation program involved the training of elementary school teachers in Oye Local Government Area, Ekiti State, using modules developed by Nigeria’s Universal Basic Education Commission (UBEC). The project aimed to improve teachers’ instructional methods, curriculum delivery, and classroom management techniques. The sessions emphasized storytelling, learner engagement strategies, and continuous professional development.
Impact
Enhanced classroom interaction and pupil performance in Basic Science, Social Studies, and Technology.
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