BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
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PROBLEM MILITATING GAINST EFFECTIVE TEACHING AND LEARNING OF GEOGRAPHY IN SECONDARY SCHOOL
ABSTRACT
The all important need for self-reliance and technology in Nigeria calls for teachers to meet the requirement of the new national policy on education. The concern of this study is therefore, focused on the problems of geography education in Nigeria. It examines the rural-urban variables affecting the teaching and learning of geography in Imo state. The sample for the study comprises ten schools, five each from rural and urban areas. Structured questionnaires were distributed to school principals and geography teachers of the sampled schools and contingency analysis employed to test for the significant differences. The major findings of the study include the following. That one consistent indicator of differences in schools certificate geography achievement is school location. Teaching and learning resources greatly influence education quality and standards since they affect the teaching and learning process at all levels. The purpose of this study is to investigate the challenges facing teachers in the use of learning resources in public secondary schools in Bureti District .The specific objectives of this study are to:- to identify Geography teaching and learning resources available in Bureti District secondary schools, to assess the extent to which instructional media are used in the teaching and learning of Geography in Bureti District secondary schools, to investigate the challenges facing teachers in the use of instructional media in the teaching of Geography in Bureti District secondary schools and to suggest strategies to be put in place to overcome challenges facing the utilization of instructional media in Bureti District secondary schools. The study will adopt exploratory approach using descriptive survey design. The study’s population comprises of forty five schools, fifteen thousand two hundred and seventeen students and seventy seven Geography teachers. Nine public schools will be selected for study using purposive sampling techniques basing itself on the school categories and students’ gender composition such as one provincial boys’ and girls’ and three mixed schools, one girls and three mixed district schools. Ten Geography teachers and three hundred and forty two form two students will be stratified and interval random sampling will be done. Piloting will be carried out in two schools within the district that will be excluded from the study. Errors encountered during piloting to be corrected before the main study and instrument will be testedfor reliability validity and clarity. The data will be collected using questionnaires for students and teachers, an interview schedule will be administered to HOD, and resources checklist will beused to find out the resources available in schools. The data obtained will be analyzed using descriptive statistics and will be presented in frequency tables, percentages, pie charts and graphs.
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Geography (from Greek γεωγραφία, geographia, lit. “earth description”[1]) is a field of science dedicated to the study of the lands, the features, the inhabitants, and the phenomena of the Earth.[2] A literal translation would be “to describe or write about the Earth”. The first person to use the word “geography” was Eratosthenes (276–194 BC).[3] Four historical traditions in geographical research are spatial analysis of the natural and the human phenomena (geography as the study of distribution), area studies (places and regions), study of the man-land relationship, and research in the Earth sciences.[4] Nonetheless, modern geography is an all-encompassing discipline that foremost seeks to understand the Earth and all of its human and natural complexities – not merely where objects are, but how they have changed and come to be. Geography has been called “the world discipline” and “the bridge between the human and the physical science”. Geography is divided into two main branches: human geography and physical geography.
Geography is the science of place and space. Geographers ask where things are located on the surface of the earth, why they are located where they are, how places differ from one another, and how people interact with the environment. As the study of the earth’s landscapes, peoples, places and environments. It is, quite simply, about the world in which we live. Geography is unique in bridging the social sciences (human geography) with the natural sciences (physical geography). Because thinking about space and place give a variety of topics such as economics, health, climate, plants and animals, geography is highly interdisciplinary. It is also a very appropriate perspective to consider complex issues such as sustainable development, that involve economic, social, and environmental dimensions at the same time. Combined with the My Community, Our Earth’s fun, inquiry-driven, hands-on, project-based approach, you can use geographic learning for sustainable development to make a difference in your own community and for our earth.
The planet earth so far is the only dwelling place for man among the other eight planets. Numerous activities and interactions have some causes and effects. To understand these causes and effects, one has to understand his environment. Therefore, a general knowledge of what geography is all about and its importance to the society should be understood. The importance of geography has been clearly shown in the senior secondary school geography curriculum via:
• To understand the concept of differential character a spatial relationship of the surface features of the earth
• To understand the concept of man-environment relations to examine the life of man within his physical and cultural environment and to explain their interactions
• To appreciate and develop a sense of responsibility towards one’s own society and intelligent interest in the formation of rational goals and policies especially as they influence the different resources and regions of the areas
• To develop sympathetic understanding of the people of other lands based on the recognition and they may have different assemblies of resources, different goals and different problems from the people of their area
• To organize and formulate principles according to acquired geographic concepts which they use to analyze and interpret spatial problems in their environment
• To develop skills and techniques for accurate orderly and objective geographical investigation to be carried out both in the classroom and in the immediate environment. Hence most countries have already recognized the dependence of their social, cultural, environmental development on their geographical studies much as one could therefore, normally expect decades after independent that the foundation for geography should have been well laid in Nigeria but the truth is that the foundation not only remains rickety but infact crumbling (Afolabi, 1978) geography is relegated to the background while history, social studies, government are being projected in the primary, junior and secondary schools of the current 6-3-3-4 educational system
Secondary education has been recognized as playing very crucial roles in providing suitable preparation for further education (Cuttance, 1980). The state of formal education at secondary school level is a very important determinant of the quality and quantity of intake into tertiary level of education. On the same vein, the development of geographic studies in Nigeria is itself a function of the type of geographic teaching going on in the various schools. Eden (1982) confirms this in his research, that the poor quality of geography education in Nigeria is itself a function of the type of geographic education teaching going on in the various schools. His research recalls that the poor quality of geography in Nigeria might become a caricature of the real thing especially in the new and less established schools which he discovered were in very bad condition for effective meaningful geographic teaching.
1.2 PROBLEM OF THE STUDY
That differences exists in the teaching and learning of geography in urban areas has raised dust in several quarters in most recent times. It is in this light that the research will be carried out to examine the differences in teaching and learning of geography in urban and rural areas with a view to ascertaining the causes of the differences. As at present, there is poor student enrolment in the basic geography courses in the institutions of higher learning. This is due to problems associated with geography teaching in the various secondary schools such as field studies, text books and poor teaching methods among others. These problems seem to be serious in the various rural schools for example while it is not uncommon to find in some of the urban secondary schools an over concentration of qualified graduate teachers, students of the same subject in rural schools are compelled to make do with either unqualified teachers or none at all. It is generally believed to day that students in urban schools perform better than rural counterparts in school certificate examinations. Is the assumption then true that differences in opportunities offered for the teaching and learning of geography in both urban and rural environment affect students’ performance? What are some of these problems and how are they likely to be immunized if not eliminated? These and other related issues constitute the focus of the problems that are to be investigated. Many students are performing poorly year after year in their examinations in Igbo Etiti local government area and this situation is growing worse. This in turn opens their door to poor life thereafter. This poor performance may be brought by non-innovative teachers who may not want to use the instructional materials in the right way. Unqualified teachers may also bring this problem. In this case it calls for a research to be carried out in this zone to find out exactly what the problem is.
1.3 OBJECTIVE OF THE STUDY
1. To ascertain whether school locations affect School Certificate Geography achievement.
2. To establish whether school location affects quality and quantity of geography teachers in secondary schools.
3. To justify the assertion that in competency among geography teachers constitute a barrier to the teaching and learning of geography in government secondary school.
4. To determine if school location is related to availability of library and geography text books
5. To make inventory of number of field studies and geography teaching aids and determine their relationship to school location.
6. To know weather instructional materials is one the major factors affecting teaching and learning of geography in selected secondary schools in Igbo Etiti local government area , Nigeria.
7. To find out to what extent do text books influence the students’ performance.
1.4 RESEARCH QUESTION
1. Is the school locations affect School teaching and learning of Geography?
2. Does school location affects the quality and quantity of geography teachers in secondary schools?
3. How can one justify the assertion that in competency among geography teachers constitute a barrier to the teaching and learning of geography in government secondary school?
4. Is inadequate instructional materials a major factors affecting teaching and learning of geography in selected secondary schools in Igbo Etiti local government area , Nigeria?
5. To what extent do text books influence the students’ academic performance on geography?
1.5 RESEARCH HYPOTHESIS
H0: The school location cannot affect School teaching and learning of Geography.
H1: The school location can affect School teaching and learning of Geography.
H0: There is no significant relation between school location and the quality and quantity of geography teachers in secondary schools.
H1: There is a significant relation between school location and the quality and quantity of geography teachers in secondary schools.
H0: One cannot justify the assertion that in competency among geography teachers constitute a barrier to the teaching and learning of geography in government secondary school.
H1: One can justify the assertion that in competency among geography teachers constitute a barrier to the teaching and learning of geography in government secondary school.
H0: Inadequate instructional materials is not a major factors affecting teaching and learning of geography in selected secondary schools in Igbo Etiti local government area , Nigeria.
H1: Inadequate instructional materials is a major factors affecting teaching and learning of geography in selected secondary schools in Igbo Etiti local government area , Nigeria.
This research work is on the problem of teaching geography in nigeria government secondary schools using Igbo Etiti local government area as a case study. This topic is a very interested one which will serve as a body of knowledge to teachers, students, researchers, entire public as well as policy makers towards improvement in teaching and learning of geography in government secondary schools.
This research work is on the problem of teaching geography in nigeria government secondary schools using Igbo Etiti local government area as a case study.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720
WHATSAPP US ON: 08137701720
PROBLEM AND PROSPECTS OF TEACHING AND LEARNING GEOGRAPHY IN SECONDARY SCHOOLS
ABSTRACT
The all important need for self-reliance and technology in Nigeria calls for teachers to meet the requirement of the new national policy on education. The concern of this study is therefore, focused on the problems of geography education in Nigeria. It examines the rural-urban variables affecting the teaching and learning of geography in Imo state. The sample for the study comprises ten schools, five each from rural and urban areas. Structured questionnaires were distributed to school principals and geography teachers of the sampled schools and contingency analysis employed to test for the significant differences. The major findings of the study include the following. That one consistent indicator of differences in schools certificate geography achievement is school location. Teaching and learning resources greatly influence education quality and standards since they affect the teaching and learning process at all levels. The purpose of this study is to investigate the challenges facing teachers in the use of learning resources in public secondary schools in Bureti District .The specific objectives of this study are to:- to identify Geography teaching and learning resources available in Bureti District secondary schools, to assess the extent to which instructional media are used in the teaching and learning of Geography in Bureti District secondary schools, to investigate the challenges facing teachers in the use of instructional media in the teaching of Geography in Bureti District secondary schools and to suggest strategies to be put in place to overcome challenges facing the utilization of instructional media in Bureti District secondary schools. The study will adopt exploratory approach using descriptive survey design. The study’s population comprises of forty five schools, fifteen thousand two hundred and seventeen students and seventy seven Geography teachers. Nine public schools will be selected for study using purposive sampling techniques basing itself on the school categories and students’ gender composition such as one provincial boys’ and girls’ and three mixed schools, one girls and three mixed district schools. Ten Geography teachers and three hundred and forty two form two students will be stratified and interval random sampling will be done. Piloting will be carried out in two schools within the district that will be excluded from the study. Errors encountered during piloting to be corrected before the main study and instrument will be testedfor reliability validity and clarity. The data will be collected using questionnaires for students and teachers, an interview schedule will be administered to HOD, and resources checklist will beused to find out the resources available in schools. The data obtained will be analyzed using descriptive statistics and will be presented in frequency tables, percentages, pie charts and graphs.
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Geography (from Greek γεωγραφία, geographia, lit. “earth description”[1]) is a field of science dedicated to the study of the lands, the features, the inhabitants, and the phenomena of the Earth.[2] A literal translation would be “to describe or write about the Earth”. The first person to use the word “geography” was Eratosthenes (276–194 BC).[3] Four historical traditions in geographical research are spatial analysis of the natural and the human phenomena (geography as the study of distribution), area studies (places and regions), study of the man-land relationship, and research in the Earth sciences.[4] Nonetheless, modern geography is an all-encompassing discipline that foremost seeks to understand the Earth and all of its human and natural complexities – not merely where objects are, but how they have changed and come to be. Geography has been called “the world discipline” and “the bridge between the human and the physical science”. Geography is divided into two main branches: human geography and physical geography.
Geography is the science of place and space. Geographers ask where things are located on the surface of the earth, why they are located where they are, how places differ from one another, and how people interact with the environment. As the study of the earth’s landscapes, peoples, places and environments. It is, quite simply, about the world in which we live. Geography is unique in bridging the social sciences (human geography) with the natural sciences (physical geography). Because thinking about space and place give a variety of topics such as economics, health, climate, plants and animals, geography is highly interdisciplinary. It is also a very appropriate perspective to consider complex issues such as sustainable development, that involve economic, social, and environmental dimensions at the same time. Combined with the My Community, Our Earth’s fun, inquiry-driven, hands-on, project-based approach, you can use geographic learning for sustainable development to make a difference in your own community and for our earth.
The planet earth so far is the only dwelling place for man among the other eight planets. Numerous activities and interactions have some causes and effects. To understand these causes and effects, one has to understand his environment. Therefore, a general knowledge of what geography is all about and its importance to the society should be understood. The importance of geography has been clearly shown in the senior secondary school geography curriculum via:
• To understand the concept of differential character a spatial relationship of the surface features of the earth
• To understand the concept of man-environment relations to examine the life of man within his physical and cultural environment and to explain their interactions
• To appreciate and develop a sense of responsibility towards one’s own society and intelligent interest in the formation of rational goals and policies especially as they influence the different resources and regions of the areas
• To develop sympathetic understanding of the people of other lands based on the recognition and they may have different assemblies of resources, different goals and different problems from the people of their area
• To organize and formulate principles according to acquired geographic concepts which they use to analyze and interpret spatial problems in their environment
• To develop skills and techniques for accurate orderly and objective geographical investigation to be carried out both in the classroom and in the immediate environment. Hence most countries have already recognized the dependence of their social, cultural, environmental development on their geographical studies much as one could therefore, normally expect decades after independent that the foundation for geography should have been well laid in Nigeria but the truth is that the foundation not only remains rickety but infact crumbling (Afolabi, 1978) geography is relegated to the background while history, social studies, government are being projected in the primary, junior and secondary schools of the current 6-3-3-4 educational system
Secondary education has been recognized as playing very crucial roles in providing suitable preparation for further education (Cuttance, 1980). The state of formal education at secondary school level is a very important determinant of the quality and quantity of intake into tertiary level of education. On the same vein, the development of geographic studies in Nigeria is itself a function of the type of geographic teaching going on in the various schools. Eden (1982) confirms this in his research, that the poor quality of geography education in Nigeria is itself a function of the type of geographic education teaching going on in the various schools. His research recalls that the poor quality of geography in Nigeria might become a caricature of the real thing especially in the new and less established schools which he discovered were in very bad condition for effective meaningful geographic teaching.
1.2 PROBLEM OF THE STUDY
That differences exists in the teaching and learning of geography in urban areas has raised dust in several quarters in most recent times. It is in this light that the research will be carried out to examine the differences in teaching and learning of geography in urban and rural areas with a view to ascertaining the causes of the differences. As at present, there is poor student enrolment in the basic geography courses in the institutions of higher learning. This is due to problems associated with geography teaching in the various secondary schools such as field studies, text books and poor teaching methods among others. These problems seem to be serious in the various rural schools for example while it is not uncommon to find in some of the urban secondary schools an over concentration of qualified graduate teachers, students of the same subject in rural schools are compelled to make do with either unqualified teachers or none at all. It is generally believed to day that students in urban schools perform better than rural counterparts in school certificate examinations. Is the assumption then true that differences in opportunities offered for the teaching and learning of geography in both urban and rural environment affect students’ performance? What are some of these problems and how are they likely to be immunized if not eliminated? These and other related issues constitute the focus of the problems that are to be investigated. Many students are performing poorly year after year in their examinations in Igbo Etiti local government area and this situation is growing worse. This in turn opens their door to poor life thereafter. This poor performance may be brought by non-innovative teachers who may not want to use the instructional materials in the right way. Unqualified teachers may also bring this problem. In this case it calls for a research to be carried out in this zone to find out exactly what the problem is.
1.3 OBJECTIVE OF THE STUDY
1. To ascertain whether school locations affect School Certificate Geography achievement.
2. To establish whether school location affects quality and quantity of geography teachers in secondary schools.
3. To justify the assertion that in competency among geography teachers constitute a barrier to the teaching and learning of geography in government secondary school.
4. To determine if school location is related to availability of library and geography text books
5. To make inventory of number of field studies and geography teaching aids and determine their relationship to school location.
6. To know weather instructional materials is one the major factors affecting teaching and learning of geography in selected secondary schools in Igbo Etiti local government area , Nigeria.
7. To find out to what extent do text books influence the students’ performance.
1.4 RESEARCH QUESTION
1. Is the school locations affect School teaching and learning of Geography?
2. Does school location affects the quality and quantity of geography teachers in secondary schools?
3. How can one justify the assertion that in competency among geography teachers constitute a barrier to the teaching and learning of geography in government secondary school?
4. Is inadequate instructional materials a major factors affecting teaching and learning of geography in selected secondary schools in Igbo Etiti local government area , Nigeria?
5. To what extent do text books influence the students’ academic performance on geography?
1.5 RESEARCH HYPOTHESIS
H0: The school location cannot affect School teaching and learning of Geography.
H1: The school location can affect School teaching and learning of Geography.
H0: There is no significant relation between school location and the quality and quantity of geography teachers in secondary schools.
H1: There is a significant relation between school location and the quality and quantity of geography teachers in secondary schools.
H0: One cannot justify the assertion that in competency among geography teachers constitute a barrier to the teaching and learning of geography in government secondary school.
H1: One can justify the assertion that in competency among geography teachers constitute a barrier to the teaching and learning of geography in government secondary school.
H0: Inadequate instructional materials is not a major factors affecting teaching and learning of geography in selected secondary schools in Igbo Etiti local government area , Nigeria.
H1: Inadequate instructional materials is a major factors affecting teaching and learning of geography in selected secondary schools in Igbo Etiti local government area , Nigeria.
This research work is on the problem of teaching geography in nigeria government secondary schools using Igbo Etiti local government area as a case study. This topic is a very interested one which will serve as a body of knowledge to teachers, students, researchers, entire public as well as policy makers towards improvement in teaching and learning of geography in government secondary schools.
This research work is on the problem of teaching geography in nigeria government secondary schools using Igbo Etiti local government area as a case study.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720
WHATSAPP US ON: 08137701720
THE INFLUENCE OF CLASS SIZE ON EFFECTIVE TEACHING AND LEARNING OF GEOGRAPHY IN SENIOR SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Since Western education became firmly rooted in Nigeria, it has faced myriads of problems. Most of these problems are hardly lost on the various governments, whether during colonial or post-independence era. It has resulted in the setting up of various commissions (e.g. the Ashby Commission of 1960; the 1969 curriculum conference, etc) to examine Nigeria’s educational problems and make recommendations. These problems pertained to the quantity and quality of teachers, educational facilities, curriculum planning and development, etc. Adaralegbe (1983:16) noted that “a recurring feature in Nigerian secondary school system from its inception about 120 years ago was its poor staffing”. Adesina (1990:76) speaking on the physical facilities also observed “Post-independence Nigeria saw most Nigeria’s primary and secondary school buildings no better than they were during the colonial era”.
In fact, most of them are worse now having suffered from lack of maintenance and weather conditions (e.g. rain-storm). Though the various Governments, military and civilian, have given considerable attention to the provision of more teachers and schools, the reality in most schools today, from the primary to the tertiary levels, confirms that the problems still linger.
The problems of shortage of teachers and classrooms are intricately interwoven and when both combine with large pupil enrolment, the consequence is over-crowded classrooms. This is the sad truth in many Nigerian classrooms especially in the major towns and cities with many classes registering fifty (50) to
one hundred (100) students and above which is clearly above the internationally recommended standard (See Table 1).
The poor state of the physical facilities in the schools confirms Adesina’s (1990 p.76) observation that this aspect of the educational problem has been consistently ignored in educational “plans and reports”. He cited the ‘example of Banjo Commission (1961) in the then Western Nigeria and a similar One in the old Eastern Nigeria which failed to mention ‘inadequate physical facilities’ as one of the fifteen factors considered responsible for failing standard of education. Only the Old man Report on Northern Nigeria gave some attention to buildings and furniture in schools (Adesina, 1990). The consequence as noted by the West Africa study group of the Nuffied Foundation (1952) in their report on educational policy and practice in Tropical Africa is that “… most of the school buildings are poor and made worse by over-crowding…” (Adesina, 1990 p.70).
Ordinarily, the phenomenon of rural-urban drift in an emergent nation like Nigeria normally exerts pressure on the facilities and services such as hospitals, schools, transportation etc. However, the introduction of the Universal Free Primary Education (U.P.E.) first in the old Western Region in 1955 and later in the Eastern Region in 1957 as well as the launching of the U.P.E. Scheme by the Federal Government in 1976 compounded the problems of providing adequate facilities in schools to meet the resultant unprecedented upsurge in pupil enrollment (Akinyemi, 1983). With inadequate planning for the expected population explosion in schools, over crowded classrooms now become a permanent feature of academic setting at all levels of thee educational system.
In addition, Educational planning in Nigeria has always been thought of in terms of quantitative growth, which is usually above the financial capacity of the Government (Adesina, 1990). A recent example is the implementation of the current 6-3-3-4 system of education, which is seriously affected by lack of adequate funding and poor preparation. Even though the Federal and State Governments have shown serious commitment to educational development through their annual budgetary allocation to Education in recent years (allocation to Education sector is second only to Defense), the attention given to physical facilities is far from being adequate. The issue at stake is not how ‘huge’ the allocation is but how ‘adequate’. In a study by Ndagi (1983) on educational financing under military rule (1968-1978) it was found that:
of the financial resources allocated to secondary level institutions, over 80% -went to the personal emolument of staff and the maintenance of students while less than 10% went to the purchase of educational materials and equipment, (p. 195).
And in the case of the State Governments, the same study found out that.
of the resource allocated to secondary level education, on average, over 50% went to the personal emoluments of Staff and over 30% to the maintenance Of students while less than 15% was Used for the purchase of educational Materials and equipment; (pp. 195-196).
In the case of students’ furniture, some state Governments have completely handed off the supply. Students either pay to the school to purchase for them or they bring from home. The latter is more popular. Such furniture now come in all shapes and sizes presenting an ugly sight in the classroom.
The phenomenon of overcrowded classroom as well as poor quality and inadequate furniture in the classroom due to unlimited expansion has taken its toll on the educational system. Only few people will deny that the quality of teaching and learning is on the decline at all levels of the educational system. The poor result of the Senior Secondary school examination (SSCE) in almost all subjects in recent years is one potent indicator. The increase in examination malpractices cannot be divorced from poor seating arrangement in classrooms. The quantity and quality of interaction in the class are likely to be adversely affected due to lack of space for moving round the class and the over whelming number of students that the teacher has to deal with within a forty-minute lesson. Nolasco and Arthur (1988) also identified five likely problems of large classes:
coping with the noise, persuading the class to use Geography , managing the introduction and setting up of activities, making limited resources go a long way and monitoring the work of individuals within the class (p.5).
These and many other problems inform the decision to conduct this study with the hope that it will help to draw more attention to this ugly situation under which learning is expected to take place and educational objectives are to be attained.
The Health and Physical Education domain provides students with knowledge, skills and behaviours to enable them to achieve a degree of autonomy in developing and maintaining their physical, mental, social and emotional health. This domain focuses on the importance of a healthy lifestyle and physical activity in the lives of individuals and groups in our society. This domain is unique in having the potential to impact on the physical, social, emotional and mental health of students. It promotes the potential for lifelong participation in physical activity through the development of motor skills and movement competence, health-related physical fitness and sport education. Engaging in physical activity, games, sport and outdoor recreation contributes to a sense of community and social connectedness. These are vital components of improved wellbeing.
Students’ involvement in physical activity can take many forms, ranging from individual, non-competitive activity through to competitive team games. Emphasis is placed on combining motor skills and tactical knowledge to improve individual and team performance. Students progress from the development of basic motor skills to the performance of complex movement patterns that form part of team games. They learn how developing physical capacity in areas such as strength, flexibility and endurance is related to both fitness and physical performance.
Students progress from learning simple rules and procedures to enable them to participate in movement and physical activity safely, to using equipment safely and confidently. Students undertake a variety of roles when participating in sports such as umpire, coach, player and administrator and assume responsibility for the organisation of aspects of a sporting competition. This domain explores the developmental changes that occur throughout the human lifespan. It begins by identifying the health needs necessary to promote and maintain growth and development, followed by discussion of significant transitions across the lifespan including puberty, to gaining an understanding of human sexuality and factors that influence its expression. The exploration of human development also includes a focus on the establishment of personal identity, factors that shape identity and the validity of stereotypes. Students develop an understanding of the right to be safe and explore the concepts of challenge, risk and safety. They identify the harms associated with particular situations and behaviours and how to take action to minimise these harms.
Through the provision of health knowledge, this domain develops an understanding of the importance of personal and community actions in promoting health and knowledge about the factors that promote and protect the physical, social, mental and emotional health of individuals, families and communities. Students investigate issues ranging from individual lifestyle choices to provision of health services by both government and non-government bodies. In investigating these issues, they explore differing perspectives and develop informed positions. This domain examines the role of food in meeting dietary needs and the factors that influence food choice. Students progress from learning about the importance of eating a variety of foods to understanding the role of a healthy diet in the prevention of disease.
1.2 PROBLEM OF THE STUDY
The classroom is the heart of any educational system. No curriculum planning is complete without implementation and evolution, both of which are mainly carried out in the classroom. Most of the class activities take place while students are seated. The seating arrangement is therefore too important to suffer the kind of neglect being experienced by many secondary schools in the country. As rightly observed by Cohen and Manion (1983 p.221) “a careful attention to seating arrangement contributes as effectively as any other aspect of classroom management and control to overall success with a class subsequently”. Adesina (1990 p.13) also affirms that one potent index for evaluating educational standards and quality is an examination of the physical facilities available for learning experiences”.
The seating arrangement can make or mar any lesson. Ideally, in a secondary school, especially in a mixed ability grouping, as found in Nigeria schools, seats should be arranged in rows with a reasonable amount of space between them to allow for proper teacher-student and student-student interactions as well as allow for individual and group work (Cohen and Manion, 1983). To this end, the ratio of teacher to students should not exceed 1:30 or at most 40 judging by the size of the classrooms. But what one finds in many o these classes is between ratio 1: 50 and 1: 150 in certain cases.
This study was therefore interested in identifying the major problems caused by over-populated classes in Nigeria growing towns and cities with a view to making suggestions that could help to alleviate the problems. The popularity of class-size reduction may make it difficult for policymakers to increase class size across the board in order to sustain other investments in education during a period of budget reductions. In that context, state policymakers should consider targeting CSR at students who have been shown to benefit the most: disadvantaged students in the early grades, or providing a certain amount of funding for CSR but leaving it up to local school leaders on how to distribute it.
In settings where state mandates on maximum class size are relaxed, policymakers need to bear in mind that the effect of any increase in class size will depend on how such an increase is implemented. For example, a one-student increase in the pupil/teacher ratio in the NIGERIA. would reduce the teaching workforce by about 7 percent. If the teachers to be laid off were chosen in a way largely unrelated to their effectiveness, such as seniority-based layoffs, then the associated increase in class size might well have a negative effect on student achievement. But if schools choose the least effective teachers to let go, then the effect of increased teacher quality could make up for some or all of the possible negative impact of increasing class size.
The national policy on education revised in 2010 stipulates that the maximum teacher –student ratio is one teacher is to thirty students. The obvious reason for this standard is to ensure that the teacher not only controls the class but also to ensure that he understands the learning capabilities of each of the learner in the classroom. Ozochi (2008) affirms that there is a limit to which a teacher can effectively control, anything more than that according to him will affect the school objectives.
However, in most of our secondary schools today the teacher –student ration has gone far beyond the stipulation of the national policy on education. Students stay more than fifty in each class, seating arrangement altered, thereby making teaching and learning difficult. Educational planners in Nigeria have attributed the over bloated class size due to the explosion of the population of children of school age. Recently the Enugu State Government through her agently spliced most of the secondary schools located within the metropolis in order perpherps to expel the agony of overcrowded classroom.
Geography, like all other health science is an activity based subject, a situation whereby the learner is exposed mainly to the practical learning process under the guide and supervision of a teacher. Maduagwu et al (1998) opines that effectiveness of a classroom management results when the teacher and student achieve the purpose of which either are together in a class under an overcrowded classroom environment like what obtains in most of our schools today it becomes pertinent to ask, how effective is teaching and learning particularly in subject area that requires close monitoring of the learner by the teacher.
1.3 OBJECTIVE OF THE STUDY
1. To determine the effect of class seize on effective teaching and learning of geographyin Senior secondary schools.
2.To develop students’ motor and games skills and equip them with the knowledge, skills and attitudes to pursue and enjoy a physically active and healthy lifestyle.
3. To evaluate the implication of over-crowded class on students assimilation and understanding of geography.
4. To evaluate the level of competency and proficiency of teachers in teaching geography in Senior secondary schools.
5. To know the challenges faced by teachers in teaching, controlling and monitoring a large crowd of student in geography.
6. To recommend solution to the problems.
To findout ways class size affects teaching and learning of geography in Senior secondary schools in Enugu North Local Government Area of Enugu State.
2. To examine the effectiveness of the policy guiding teacher-student ratio in Senior secondary school geography
3. To examine how effective is the use of instructional materials in an overcrowded classroom environment.
1.4 RESEARCH QUESTIONS
1. What are the effects of class seize on effective teaching and learning of geographyin Senior secondary schools?
2.Can geography help to develop students’ motor and games skills and equip them with the knowledge, skills and attitudes to pursue and enjoy a physically active and healthy lifestyle?
3. What are the implications of over-crowded class on students assimilation and understanding of geography?
4. How is it possible to evaluate the level of competency and proficiency of teachers in teaching geography in Senior secondary schools?
5. What are the challenges faced by teachers in teaching, controlling and monitoring a large crowd of student in geography?
1.5 RESEARCH HYPOTHESIS
H0: The is no significant relationship between class seize of students and effective teaching and learning of geographyin Senior secondary schools.
H1: The is a significant relationship between class seize of students and effective teaching and learning of geographyin Senior secondary schools.
H0: Over-crowded class has negative implications on students assimilation and understanding of geography.
H1: Over-crowded class has positive implications on students assimilation and understanding of geography.
H0: It is impossible to evaluate the level of competency and proficiency of teachers in teaching geography in Senior secondary schools.
H1: It is possible to evaluate the level of competency and proficiency of teachers in teaching geography in Senior secondary schools.
H0: The are no challenges faced by teachers in teaching, controlling and monitoring a large crowd of student in geography.
H1: The are challenges faced by teachers in teaching, controlling and monitoring a large crowd of student in geography.
1.6 SIGNIFICANCE OF THE STUDY
1. The study when completed would enable the teacher and or instruction know the dangers associated with over-crowded classroom.
2. It would assist the government and education planner on recruitment and supervision of teachers bearing in mind the expected teacher-learner ratio.
3. The study will assist in providing a guide in the realization of one of the core objectives of Nigeria education which is to make Nigeria one of the technological advanced countries in the world.
1.7 SCOPE/ LIMITATION OF THE STUDY
The study is on the effect of class seize in effective teaching and learning of geography in Senior secondary schools. This study is limited to government Senior secondary schools located in Enugu North Local Government Area.
Despite the limited scope of this study certain constraints were encountered during the research of this project. Some of the constraints experienced by the researcher were given below:
i. TIME: This was a major constraint on the researcher during the period of the work. Considering the limited time given for this study, there was not much time to give this research the needed attention.
ii. FINANCE: Owing to the financial difficulty prevalent in the country and it’s resultant prices of commodities, transportation fares, research materials etc. The researcher did not find it easy meeting all his financial obligations.
iii. INFORMATION CONSTRAINTS: Nigerian researchers have never had it easy when it comes to obtaining necessary information relevant to their area of study from private business organization and even government agencies. Teachers in government Senior secondary schools Enugu North Local Government Area find it difficult to reveal their internal operations. The primary information was collected through face-to-face interview getting the published materials on this topic meant going from one library to other which was not easy.
Although these problems placed limitations on the study, but it did not prevent the researcher from carrying out a detailed and comprehensive research work on the subject matter.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
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]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
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THE STRATEGIES TO ENHANCE TEACHING AND LEARNING OF GEOGRAPHY IN SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
Background to the study
The primary purpose of teaching at any level of education is to bring a fundamental change in the learner (Tebabal & Kahssay, 2011). To facilitate the process of knowledge transmission, teachers should apply appropriate teaching strategys that best suit specific objectives and level exit outcomes. In the traditional epoch, many teaching practitioners widely applied teacher-centered strategys to impart knowledge to learners comparative to student-centered strategys. Until today, questions about the effectiveness of teaching strategys on student learning have consistently raised considerable interest in the thematic field of educational research (Hightower et al., 2011).
Moreover, research on teaching and learning constantly endeavour to examine the extent to which different teaching strategys enhance growth in student learning. Quite remarkably, regular poor academic performance by the majority students is fundamentally linked to application of ineffective teaching strategys by teachers to impact knowledge to learners (Adunola, 2011). Substantial research on the effectiveness of teaching strategys indicates that the quality of teaching is often reflected by the achievements of learners. According to Ayeni (2011), teaching is a process that involves bringing about desirable changes in learners so as to achieve specific outcomes. In order for the strategy used for teaching to be effective, Adunola (2011) maintains that teachers need to be conversant with numerous teaching strategies that take recognition of the magnitude of complexity of the concepts to be covered.
As an educator, the researcher has always been fascinated by the relationship between teaching strategys and students’ academic performance; especially when it comes to applications in the context of 21st century education. It seems that there is something in teaching that opens the gate of learning. It is true that successful learning depends on various factors that are not all teacher-related, but the strategys that a teacher uses continue to play an important role in student learning and in their academic achievement. The challenges that educators face in the 21st century are so diverse that using better teaching strategys is more crucial now than ever before.
Gibbs and Jenkins (1992) bring the argument that the context of class and society has changed, but the teaching strategys have remained unchanged. Various recent studies attempting to address the issues that affect teaching strategys and student learning today include educational technology integration (Abbitt, 2011), teachers’ roles (Webb, 2009), the class environment (Doll et al., 2010), understanding the adult learner (Kisamore, Aldridge, Alexander, & White, 2008), length of the class session (Coskun, 2011), increasing class size in schools (Gibbs & Jenkins, 1992), students’ attitudes (Akkuzu & Akcay, 2011), as well as the increased interdependence of society today (Schul, 2011).
Studies on teaching strategys are not something new in educational research. A large number of studies have been done on this area. Pascarella and Trenzini (2005) have written a compendium of research studies conducted in this area over the past three decades. Even before that, Feldman and Newcomb (1973) mentioned decades of similar research studies in the area of teaching strategys. These show both increased interest and knowledge in the area of teaching strategies and learning theories. Svinicki (2000) suggests that these studies on teaching strategys conducted in the past decades are so overwhelming that it would be impossible to go over them all in detail. For many decades, the search for better teaching strategys to provide the best learning has been the goal of education. However, teaching strategy is not a one-size-fits-all proposition. Flexibility is crucial in adapting teaching strategys in the class. Since all teachers are different, the strategies they use, and the way they use them will depend on the context and situation of their class (McCornac & Phan Thuy, 2005), as well as their own personality and biases.
The effect of teaching strategys on students’ learning should be the interest of every teacher and student. In the field of education, there have been various studies done in an attempt to measure teaching strategys. Robinson and colleagues (1990) conducted a case study on several teaching strategys in schools to explore the reasons for their use, and perceptions of effectiveness. The result of their study suggested that various strategys do influence teaching effectiveness.
According to Keene (2008), each student learns best using strategies and objectives that reflect his experiences, abilities, aptitudes and interest. Similarly, there is no standard teaching strategy. The various teaching strategys overlap in definition and application; none being mutually exclusive although researchers often delineate several teaching strategies. Demonstration technique is one of the many teaching learning style under the investigative or activity based. It is a strategy which is capable of improving learning through its diversity effect activity. It has the prerequisite characteristics for individualized instruction and therefore has high potential for making teaching-learning process challenging and rewarding. There is a radical departure from the direct teaching model in which the teacher engages student to learn. Students are encouraged to ask questions. In short, the student is viewed as an inquirer, a seeker of information and a problem-solver. These attributes are crucial to problem-solving and are at the heart of demonstration model of teaching. Consequently, there is now a growing concern for the use of demonstration technique in the teaching of Government in Nigerian secondary schools.
In recent times, much research attention has been focused on teaching of government in Nigerian Secondary schools with a view to ascertaining the adequacy and appropriateness of the teachers’ strategy of teaching and indeed the effectiveness of instruction. Investigation into the use of demonstration instructional technique in the teaching of government in Nigerian Secondary schools seem to have focused mainly on teachers’ frequency of the use of this technique and sparingly on the application of important variables influencing its effective use. In a sense, no research attention has yet been paid to the effectiveness of teaching government using demonstration technique. The use of demonstration instructional technique as an innovative instructional practice can only be effectively implemented if the teachers possess the appropriate knowledge, skills and abilities related to its use in the classroom situation. Competence is learnt attitudes and aptitudes shown as capacities for controlling, actively struggling with and mastering life problems through the use of cognitive, social and scientific skills. Thus, as a learnt characteristic, the amount of it possessed by individuals can be measured and development through appropriate and constant involvements in activities. Skills for the demonstration technique of government consist of the teachers’ awareness and understanding of the issues surrounding demonstration teaching. These include knowledge of questioning, identification of events that are suited to demonstration. Others are how to demonstrate curiosity and independent thoughts in students (Brown, 1999). They also include ability to elicit students’ questions (Kona, 2000). The present concern for Nigerian government teachers with regard to acquisition of these qualities is born out of the fear that since most of these teachers have been used to expository teaching approach and considering the existing inadequacies in teacher education in Nigeria, their awareness, equipment, orientation and willingness to embrace and effectively use the demonstration technique as a mode of teaching are bound to be questionable. This activity technique is at times misconstrued and hence wrongly applied.
This paper attempts to elucidate the concept of activity vis-à-vis demonstration strategy of teaching, and empirically establish its effectiveness on SS 2 students’ achievement in Secondary school
The discussion strategy has been widely accepted and recommended by some educators as the good strategy of teaching in secondary schools (Phipps & Osborne, 1988). The discussion strategy is the strategy of teaching where the central and essential characteristic is interaction (Binkley and Tulloch, 1981). During discussion session students participate in the learning process by contributing problems, analyzing the factors associated with the problems, developing possible solutions to the problems, placing the solution(s) into action, and evaluating the results of the solution.
Nowak, Watt and Walther (2004), articulated this position and present evidence that, demonstration strategy is generally effective in teaching sciences, mathematics and mechanics as well as subject areas within vocational and technical education. As stated by Gokhale (1996), the professional success of a technologist is directly related to his/her ability to transfer knowledge gained in the academic environment to real-world situations. Much student learning occurs through observing others. A demonstration provides the link between “knowing about” and “being able to do.” Research reveals that demonstrations are most effective when they are accurate, when learners are able to see clearly and understand what is going on, and when brief explanations occur during the demonstration (Saskatchewan, 1988).
Since good teaching among other factors play significant role in enhancing performance, this study attempted to find out which strategy of instruction better facilitate learning in secondary schools by beaming light on the different strategys of teaching in secondary schools.
STATEMENT OF PROBLEM
Given the high value placed on government at the Nigerian Senior Secondary school Curriculum, and the nature of the subject, the need to teach it effectively through an effective strategy is indisputable. A few of the problems affecting the teaching and learning of government are the meaningfulness of the content, the sustainability of the strategys and probably, the teacher who handles both the content and strategy. There is scarcity of published works on the use of demonstration in teaching government particularly in Ibiono Ibom Local Government Area of Akwa Ibom state where this study is carried out that is known to the researcher. The incidence of ineffective teaching of government in Senior Secondary school has resulted in poor achievement in examination. This necessitated the need for a more effective and result-oriented.
What a teacher does in the classroom depends to some degree upon his approach to learning situations. However, students’ negative attitudes toward learning may be related to the strategy of instruction (Dyer, 1995).
Though teachers with high morale, motivation and a mastery of knowledge, learner difficulties and capacity to facilitate learning are important (Zadra, 2000), correct use of an appropriate teaching strategy is critical to successful teaching and learning. Knowledge of how teaching strategys affect students’ learning may help educators to select strategys that improve teaching quality, effectiveness, and accountability to learners and the public. It may also help them keep up with information technology, globalization and to avoid the status quo (Foster, Pinkest and Husman, 1991).
Organizing for effective teaching in vocational education is centered on certain factors such as what to teach, when to teach and how to teach. The teacher does not only teach the most relevant, meaningful and useful materials for specific students, he must also recognize and adopt a good and well-researched strategy of teaching that guarantees better understanding and also stimulates and motivate the students.
Several strategys of instruction have been employed for students’ interest depending on the situation. Varying factors ranging from socio-economic background, intelligence, attitude of students to teaching strategys employed by teachers have been attributed to this poor achievement. Tawari (1986) observed that teaching strategys that encourages students centered activities for developing reasoning and process slides through scientific approach are conspicuously lacking.
For effective teaching to take place, the teacher must stimulate, encourage and maintain active participation of the students, through the selection of appropriate teaching strategys. This would require a balance between what is taught and how it is taught.
Thus, successful teaching in vocational education does not depend only on the teachers’ mastery of the subject matter but also the teaching strategy employed. Hence, Ogbonna (2000) opines that one of the most influential factors in teaching is the teacher’s strategy of teaching.
.
OBJECTIVES OF THE STUDY
To assess the relationship between the use of discussion strategy and academic performance of students.
To examine the relationship between the use of demonstration strategy and academic performance of students
To ascertain the relationship between the use of lecture strategy and academic performance of students
To determine the relationship between the use of questioning strategy and the academic performance of students.
RESEARCH QUESTIONS
What is the relationship between use of discussion strategy and academic performance of students?
What is the relationship between the use of demonstration strategy and academic performance of students?
What is the relationship between the use of lecture strategy and academic performance of students?
What is the relationship between the use of questioning strategy and the academic performance of students?
HYPOTHESIS OF STUDY
The following null hypotheses are formulated to be tested at 0.05level of significance:
There is no significant relationship between discussion strategy and student academic performance
There is no significant relationship between demonstration strategy and student academic performance
SIGNIFICANCE OF THE STUDY
The study may be considered significant in a number of ways: it will help to increase the teachers’ level of awareness and understanding of the use of most of the instructional technique. Findings may also provide the teachers with a feedback on the teaching competences in most commonly used teaching strategys as a basis for improvement in their instructional practice so that they can enhance performance. Curriculum planners and educators as well as government and educational administrators need empirical data on the overall teaching strategy and activity teaching competence of government teachers in Senior Secondary schools to facilitate proper curricular policies and programmes for effective teaching and learning.
SCOPE AND LIMITATIONS
The focus of this research is on the effect of activity techniques (i.e. discussion, demonstration, lecture and questioning approach) of teaching on Senior Secondary school Students performance in government. The educational level of focus is SS 2 students. It is believed that these groups of students have been exposed to the knowledge, attitude and skills of the subject. The work covers performance using all the commonly used strategy of teaching.
LIMITATION OF STUDY
Financial constraint- Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
Time constraint- The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.
OPERATIONAL DEFINITION OF TERMS
In this study, it is imperative to define the terms that will be appearing during the course of this work as they are used within the context of the study for clarification purposes.
Activity: This is student-centered teaching-learning approach, where the student has some control over the process and directs more or less the instructional activities with the teacher providing adequate guidance.
Teaching strategy: It is a teaching device or strategy adopted by a teacher to teach a lesson, this includes the use of games, text books etc. that stimulates learning.
Academic performance: Learning outcome or output in students taught government which results from teaching techniques/strategys the teacher adopts.
Effect: Outcome of result of using appropriate teaching strategy on students as measured by government performance test.
HOW TO RECEIVE PROJECT MATERIAL (S)
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08068231953 or 08168759420
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
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TEACHING PRACTICE EXPERIENCES OF GEOGRAPHY STUDENT TEACHERS-CHALLENGES AND POSSIBLE PANACEA
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
The future of every nation is shaped in its classrooms and it is the teacher who molds that future. It is assumed that of all the professions that are aspired, only teaching is charged with the formidable task of creating the human skills and capacities that will enable societies to survive and succeed in the age of information. Teachers have great duty for shaping the minds and hearts of future students. Few concepts on educational issues have received much attention than issues pertaining to preparation of teachers in educational literatures (Albasheer, Khasawneh, Nabah&Hailat, 2008). Preparation of teachers for both the first and second cycle schools is of much concern especially in a age where higher education institutions worldwide have been under pressure to deliver high quality instruction to their students (Naba’h&Jaber,2009).Teaching practice in schools has been considered the most important programme part of the teacher education and for that matter this field experience needs to be supported by stake holders (Ekiz, 2006). These stake holders include the university supervisor, school principal and co-operating teachers who at point play crucial roles of preparing the student-teacher to perform the duties and responsibilities of the formal teacher (Albasheer et al, 2008).
1.2 Statement of the problem
In Nigeria, teacher education also appears not to be bad at all. The preparing of the student-teacher is under the guidance of principal or school head who facilitate and monitor the growth of the student-teacher. However, just as these supervisors perform their duties during teaching practice, they come under some criticism. These criticisms include the lack of inconsistency in the method use for supervision and the short duration for supervision which to student-teachers, diminished the quality of the teaching practice supervision (Rosemary,Richard&Ngara,2013). These short comings found in the supervision affected the overall quality of the teaching practice supervision. Hence, it was against this background on teaching practice supervision that this research sought to examine the perceptions of Geography science student-teachers on teaching practice supervision.
The following questions guided the study:
1. What are the perceptions of Geography science student-teachers on teaching practice supervision?
2. What are the impacts of teaching practice supervision on Geography science student-teachers?
3. What are the challenges faced by Geography science student-teachers during teaching practice supervision?
At the end of the study, the information that will be gathered will bring out the perception of Geography science student-teachers on teaching practice supervision. Again, the study will provide knowledge that will help supervisors in the teaching practice Alvan ikoku federal college in the improvement of supervision practices and policies during teaching practice. The study will also add to existing related literature on teaching practice supervision.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
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(3) Payment Name
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OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
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PROBLEMS AND PROSPECTS FOR TEACHING GEOGRAPHY IN SECONDARY SCHOOLS
ABSTRACT
The all important need for self-reliance and technology in Nigeria calls for teachers to meet the requirement of the new national policy on education. The concern of this study is therefore, focused on the problems of geography education in Nigeria. It examines the rural-urban variables affecting the teaching and learning of geography in Imo state. The sample for the study comprises ten schools, five each from rural and urban areas. Structured questionnaires were distributed to school principals and geography teachers of the sampled schools and contingency analysis employed to test for the significant differences. The major findings of the study include the following. That one consistent indicator of differences in schools certificate geography achievement is school location. Teaching and learning resources greatly influence education quality and standards since they affect the teaching and learning process at all levels. The purpose of this study is to investigate the challenges facing teachers in the use of learning resources in public secondary schools in Bureti District .The specific objectives of this study are to:- to identify Geography teaching and learning resources available in Bureti District secondary schools, to assess the extent to which instructional media are used in the teaching and learning of Geography in Bureti District secondary schools, to investigate the challenges facing teachers in the use of instructional media in the teaching of Geography in Bureti District secondary schools and to suggest strategies to be put in place to overcome challenges facing the utilization of instructional media in Bureti District secondary schools. The study will adopt exploratory approach using descriptive survey design. The study’s population comprises of forty five schools, fifteen thousand two hundred and seventeen students and seventy seven Geography teachers. Nine public schools will be selected for study using purposive sampling techniques basing itself on the school categories and students’ gender composition such as one provincial boys’ and girls’ and three mixed schools, one girls and three mixed district schools. Ten Geography teachers and three hundred and forty two form two students will be stratified and interval random sampling will be done. Piloting will be carried out in two schools within the district that will be excluded from the study. Errors encountered during piloting to be corrected before the main study and instrument will be testedfor reliability validity and clarity. The data will be collected using questionnaires for students and teachers, an interview schedule will be administered to HOD, and resources checklist will beused to find out the resources available in schools. The data obtained will be analyzed using descriptive statistics and will be presented in frequency tables, percentages, pie charts and graphs.
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Geography (from Greek γεωγραφία, geographia, lit. “earth description”[1]) is a field of science dedicated to the study of the lands, the features, the inhabitants, and the phenomena of the Earth.[2] A literal translation would be “to describe or write about the Earth”. The first person to use the word “geography” was Eratosthenes (276–194 BC).[3] Four historical traditions in geographical research are spatial analysis of the natural and the human phenomena (geography as the study of distribution), area studies (places and regions), study of the man-land relationship, and research in the Earth sciences.[4] Nonetheless, modern geography is an all-encompassing discipline that foremost seeks to understand the Earth and all of its human and natural complexities – not merely where objects are, but how they have changed and come to be. Geography has been called “the world discipline” and “the bridge between the human and the physical science”. Geography is divided into two main branches: human geography and physical geography.
Geography is the science of place and space. Geographers ask where things are located on the surface of the earth, why they are located where they are, how places differ from one another, and how people interact with the environment. As the study of the earth’s landscapes, peoples, places and environments. It is, quite simply, about the world in which we live. Geography is unique in bridging the social sciences (human geography) with the natural sciences (physical geography). Because thinking about space and place give a variety of topics such as economics, health, climate, plants and animals, geography is highly interdisciplinary. It is also a very appropriate perspective to consider complex issues such as sustainable development, that involve economic, social, and environmental dimensions at the same time. Combined with the My Community, Our Earth’s fun, inquiry-driven, hands-on, project-based approach, you can use geographic learning for sustainable development to make a difference in your own community and for our earth.
The planet earth so far is the only dwelling place for man among the other eight planets. Numerous activities and interactions have some causes and effects. To understand these causes and effects, one has to understand his environment. Therefore, a general knowledge of what geography is all about and its importance to the society should be understood. The importance of geography has been clearly shown in the senior secondary school geography curriculum via:
• To understand the concept of differential character a spatial relationship of the surface features of the earth
• To understand the concept of man-environment relations to examine the life of man within his physical and cultural environment and to explain their interactions
• To appreciate and develop a sense of responsibility towards one’s own society and intelligent interest in the formation of rational goals and policies especially as they influence the different resources and regions of the areas
• To develop sympathetic understanding of the people of other lands based on the recognition and they may have different assemblies of resources, different goals and different problems from the people of their area
• To organize and formulate principles according to acquired geographic concepts which they use to analyze and interpret spatial problems in their environment
• To develop skills and techniques for accurate orderly and objective geographical investigation to be carried out both in the classroom and in the immediate environment. Hence most countries have already recognized the dependence of their social, cultural, environmental development on their geographical studies much as one could therefore, normally expect decades after independent that the foundation for geography should have been well laid in Nigeria but the truth is that the foundation not only remains rickety but infact crumbling (Afolabi, 1978) geography is relegated to the background while history, social studies, government are being projected in the primary, junior and secondary schools of the current 6-3-3-4 educational system
Secondary education has been recognized as playing very crucial roles in providing suitable preparation for further education (Cuttance, 1980). The state of formal education at secondary school level is a very important determinant of the quality and quantity of intake into tertiary level of education. On the same vein, the development of geographic studies in Nigeria is itself a function of the type of geographic teaching going on in the various schools. Eden (1982) confirms this in his research, that the poor quality of geography education in Nigeria is itself a function of the type of geographic education teaching going on in the various schools. His research recalls that the poor quality of geography in Nigeria might become a caricature of the real thing especially in the new and less established schools which he discovered were in very bad condition for effective meaningful geographic teaching.
1.2 PROBLEM OF THE STUDY
That differences exists in the teaching and learning of geography in urban areas has raised dust in several quarters in most recent times. It is in this light that the research will be carried out to examine the differences in teaching and learning of geography in urban and rural areas with a view to ascertaining the causes of the differences. As at present, there is poor student enrolment in the basic geography courses in the institutions of higher learning. This is due to problems associated with geography teaching in the various secondary schools such as field studies, text books and poor teaching methods among others. These problems seem to be serious in the various rural schools for example while it is not uncommon to find in some of the urban secondary schools an over concentration of qualified graduate teachers, students of the same subject in rural schools are compelled to make do with either unqualified teachers or none at all. It is generally believed to day that students in urban schools perform better than rural counterparts in school certificate examinations. Is the assumption then true that differences in opportunities offered for the teaching and learning of geography in both urban and rural environment affect students’ performance? What are some of these problems and how are they likely to be immunized if not eliminated? These and other related issues constitute the focus of the problems that are to be investigated. Many students are performing poorly year after year in their examinations in Igbo Etiti local government area and this situation is growing worse. This in turn opens their door to poor life thereafter. This poor performance may be brought by non-innovative teachers who may not want to use the instructional materials in the right way. Unqualified teachers may also bring this problem. In this case it calls for a research to be carried out in this zone to find out exactly what the problem is.
1.3 OBJECTIVE OF THE STUDY
1. To ascertain whether school locations affect School Certificate Geography achievement.
2. To establish whether school location affects quality and quantity of geography teachers in secondary schools.
3. To justify the assertion that in competency among geography teachers constitute a barrier to the teaching and learning of geography in government secondary school.
4. To determine if school location is related to availability of library and geography text books
5. To make inventory of number of field studies and geography teaching aids and determine their relationship to school location.
6. To know weather instructional materials is one the major factors affecting teaching and learning of geography in selected secondary schools in Igbo Etiti local government area , Nigeria.
7. To find out to what extent do text books influence the students’ performance.
1.4 RESEARCH QUESTION
1. Is the school locations affect School teaching and learning of Geography?
2. Does school location affects the quality and quantity of geography teachers in secondary schools?
3. How can one justify the assertion that in competency among geography teachers constitute a barrier to the teaching and learning of geography in government secondary school?
4. Is inadequate instructional materials a major factors affecting teaching and learning of geography in selected secondary schools in Igbo Etiti local government area , Nigeria?
5. To what extent do text books influence the students’ academic performance on geography?
1.5 RESEARCH HYPOTHESIS
H0: The school location cannot affect School teaching and learning of Geography.
H1: The school location can affect School teaching and learning of Geography.
H0: There is no significant relation between school location and the quality and quantity of geography teachers in secondary schools.
H1: There is a significant relation between school location and the quality and quantity of geography teachers in secondary schools.
H0: One cannot justify the assertion that in competency among geography teachers constitute a barrier to the teaching and learning of geography in government secondary school.
H1: One can justify the assertion that in competency among geography teachers constitute a barrier to the teaching and learning of geography in government secondary school.
H0: Inadequate instructional materials is not a major factors affecting teaching and learning of geography in selected secondary schools in Igbo Etiti local government area , Nigeria.
H1: Inadequate instructional materials is a major factors affecting teaching and learning of geography in selected secondary schools in Igbo Etiti local government area , Nigeria.
This research work is on the problem of teaching geography in nigeria government secondary schools using Igbo Etiti local government area as a case study. This topic is a very interested one which will serve as a body of knowledge to teachers, students, researchers, entire public as well as policy makers towards improvement in teaching and learning of geography in government secondary schools.
This research work is on the problem of teaching geography in nigeria government secondary schools using Igbo Etiti local government area as a case study.
In this research the researcher experiences numerous difficulties.
One of the most limiting factors is inadequate fund to run the cost of the project like traveling to research for data collection.
Another limiting factor is insufficient time to go to the libraries and other sources of information as much as the researcher wished, sometimes lecture times coincided with library time.
Another limiting factor was ineffective communicator, the researcher using questionnaire method, and the majority of people lacking formal education were unable to communicate effectively to question despites all this difficulties the researcher was successful as he was able to accommodate the problems through careful adaptation.
1.9 DEFINITION TERMS
Geography : Geography is the science which seeks to explain the character of places and the distribution of people, features and events as they occur and develop over the surface of the earth. Geography is concerned with human – environment interactions in the context of specific places and locations. Its special characteristics are its breadth of study, its span of methodology, its synthesis of work from other disciplines including the physical sciences and the humanities and its interest in the future management of people – environment interrelationships.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720
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PROBLEM OF TEACHING GEOGRAPHY IN NIGERIA SCHOOL
ABSTRACT
The all important need for self-reliance and technology in Nigeria calls for teachers to meet the requirement of the new national policy on education. The concern of this study is therefore, focused on the problems of geography education in Nigeria. It examines the rural-urban variables affecting the teaching and learning of geography in Imo state. The sample for the study comprises ten schools, five each from rural and urban areas. Structured questionnaires were distributed to school principals and geography teachers of the sampled schools and contingency analysis employed to test for the significant differences. The major findings of the study include the following. That one consistent indicator of differences in schools certificate geography achievement is school location. Teaching and learning resources greatly influence education quality and standards since they affect the teaching and learning process at all levels. The purpose of this study is to investigate the challenges facing teachers in the use of learning resources in public secondary schools in Bureti District .The specific objectives of this study are to:- to identify Geography teaching and learning resources available in Bureti District secondary schools, to assess the extent to which instructional media are used in the teaching and learning of Geography in Bureti District secondary schools, to investigate the challenges facing teachers in the use of instructional media in the teaching of Geography in Bureti District secondary schools and to suggest strategies to be put in place to overcome challenges facing the utilization of instructional media in Bureti District secondary schools. The study will adopt exploratory approach using descriptive survey design. The study’s population comprises of forty five schools, fifteen thousand two hundred and seventeen students and seventy seven Geography teachers. Nine public schools will be selected for study using purposive sampling techniques basing itself on the school categories and students’ gender composition such as one provincial boys’ and girls’ and three mixed schools, one girls and three mixed district schools. Ten Geography teachers and three hundred and forty two form two students will be stratified and interval random sampling will be done. Piloting will be carried out in two schools within the district that will be excluded from the study. Errors encountered during piloting to be corrected before the main study and instrument will be testedfor reliability validity and clarity. The data will be collected using questionnaires for students and teachers, an interview schedule will be administered to HOD, and resources checklist will beused to find out the resources available in schools. The data obtained will be analyzed using descriptive statistics and will be presented in frequency tables, percentages, pie charts and graphs.
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Geography (from Greek γεωγραφία, geographia, lit. “earth description”[1]) is a field of science dedicated to the study of the lands, the features, the inhabitants, and the phenomena of the Earth.[2] A literal translation would be “to describe or write about the Earth”. The first person to use the word “geography” was Eratosthenes (276–194 BC).[3] Four historical traditions in geographical research are spatial analysis of the natural and the human phenomena (geography as the study of distribution), area studies (places and regions), study of the man-land relationship, and research in the Earth sciences.[4] Nonetheless, modern geography is an all-encompassing discipline that foremost seeks to understand the Earth and all of its human and natural complexities – not merely where objects are, but how they have changed and come to be. Geography has been called “the world discipline” and “the bridge between the human and the physical science”. Geography is divided into two main branches: human geography and physical geography.
Geography is the science of place and space. Geographers ask where things are located on the surface of the earth, why they are located where they are, how places differ from one another, and how people interact with the environment. As the study of the earth’s landscapes, peoples, places and environments. It is, quite simply, about the world in which we live. Geography is unique in bridging the social sciences (human geography) with the natural sciences (physical geography). Because thinking about space and place give a variety of topics such as economics, health, climate, plants and animals, geography is highly interdisciplinary. It is also a very appropriate perspective to consider complex issues such as sustainable development, that involve economic, social, and environmental dimensions at the same time. Combined with the My Community, Our Earth’s fun, inquiry-driven, hands-on, project-based approach, you can use geographic learning for sustainable development to make a difference in your own community and for our earth.
The planet earth so far is the only dwelling place for man among the other eight planets. Numerous activities and interactions have some causes and effects. To understand these causes and effects, one has to understand his environment. Therefore, a general knowledge of what geography is all about and its importance to the society should be understood. The importance of geography has been clearly shown in the senior secondary school geography curriculum via:
• To understand the concept of differential character a spatial relationship of the surface features of the earth
• To understand the concept of man-environment relations to examine the life of man within his physical and cultural environment and to explain their interactions
• To appreciate and develop a sense of responsibility towards one’s own society and intelligent interest in the formation of rational goals and policies especially as they influence the different resources and regions of the areas
• To develop sympathetic understanding of the people of other lands based on the recognition and they may have different assemblies of resources, different goals and different problems from the people of their area
• To organize and formulate principles according to acquired geographic concepts which they use to analyze and interpret spatial problems in their environment
• To develop skills and techniques for accurate orderly and objective geographical investigation to be carried out both in the classroom and in the immediate environment. Hence most countries have already recognized the dependence of their social, cultural, environmental development on their geographical studies much as one could therefore, normally expect decades after independent that the foundation for geography should have been well laid in Nigeria but the truth is that the foundation not only remains rickety but infact crumbling (Afolabi, 1978) geography is relegated to the background while history, social studies, government are being projected in the primary, junior and secondary schools of the current 6-3-3-4 educational system
Secondary education has been recognized as playing very crucial roles in providing suitable preparation for further education (Cuttance, 1980). The state of formal education at secondary school level is a very important determinant of the quality and quantity of intake into tertiary level of education. On the same vein, the development of geographic studies in Nigeria is itself a function of the type of geographic teaching going on in the various schools. Eden (1982) confirms this in his research, that the poor quality of geography education in Nigeria is itself a function of the type of geographic education teaching going on in the various schools. His research recalls that the poor quality of geography in Nigeria might become a caricature of the real thing especially in the new and less established schools which he discovered were in very bad condition for effective meaningful geographic teaching.
1.2 PROBLEM OF THE STUDY
That differences exists in the teaching and learning of geography in urban areas has raised dust in several quarters in most recent times. It is in this light that the research will be carried out to examine the differences in teaching and learning of geography in urban and rural areas with a view to ascertaining the causes of the differences. As at present, there is poor student enrolment in the basic geography courses in the institutions of higher learning. This is due to problems associated with geography teaching in the various secondary schools such as field studies, text books and poor teaching methods among others. These problems seem to be serious in the various rural schools for example while it is not uncommon to find in some of the urban secondary schools an over concentration of qualified graduate teachers, students of the same subject in rural schools are compelled to make do with either unqualified teachers or none at all. It is generally believed to day that students in urban schools perform better than rural counterparts in school certificate examinations. Is the assumption then true that differences in opportunities offered for the teaching and learning of geography in both urban and rural environment affect students’ performance? What are some of these problems and how are they likely to be immunized if not eliminated? These and other related issues constitute the focus of the problems that are to be investigated. Many students are performing poorly year after year in their examinations in Igbo Etiti local government area and this situation is growing worse. This in turn opens their door to poor life thereafter. This poor performance may be brought by non-innovative teachers who may not want to use the instructional materials in the right way. Unqualified teachers may also bring this problem. In this case it calls for a research to be carried out in this zone to find out exactly what the problem is.
1.3 OBJECTIVE OF THE STUDY
1. To ascertain whether school locations affect School Certificate Geography achievement.
2. To establish whether school location affects quality and quantity of geography teachers in secondary schools.
3. To justify the assertion that in competency among geography teachers constitute a barrier to the teaching and learning of geography in government secondary school.
4. To determine if school location is related to availability of library and geography text books
5. To make inventory of number of field studies and geography teaching aids and determine their relationship to school location.
6. To know weather instructional materials is one the major factors affecting teaching and learning of geography in selected secondary schools in Igbo Etiti local government area , Nigeria.
7. To find out to what extent do text books influence the students’ performance.
1.4 RESEARCH QUESTION
1. Is the school locations affect School teaching and learning of Geography?
2. Does school location affects the quality and quantity of geography teachers in secondary schools?
3. How can one justify the assertion that in competency among geography teachers constitute a barrier to the teaching and learning of geography in government secondary school?
4. Is inadequate instructional materials a major factors affecting teaching and learning of geography in selected secondary schools in Igbo Etiti local government area , Nigeria?
5. To what extent do text books influence the students’ academic performance on geography?
1.5 RESEARCH HYPOTHESIS
H0: The school location cannot affect School teaching and learning of Geography.
H1: The school location can affect School teaching and learning of Geography.
H0: There is no significant relation between school location and the quality and quantity of geography teachers in secondary schools.
H1: There is a significant relation between school location and the quality and quantity of geography teachers in secondary schools.
H0: One cannot justify the assertion that in competency among geography teachers constitute a barrier to the teaching and learning of geography in government secondary school.
H1: One can justify the assertion that in competency among geography teachers constitute a barrier to the teaching and learning of geography in government secondary school.
H0: Inadequate instructional materials is not a major factors affecting teaching and learning of geography in selected secondary schools in Igbo Etiti local government area , Nigeria.
H1: Inadequate instructional materials is a major factors affecting teaching and learning of geography in selected secondary schools in Igbo Etiti local government area , Nigeria.
This research work is on the problem of teaching geography in nigeria government secondary schools using Igbo Etiti local government area as a case study. This topic is a very interested one which will serve as a body of knowledge to teachers, students, researchers, entire public as well as policy makers towards improvement in teaching and learning of geography in government secondary schools.
This research work is on the problem of teaching geography in nigeria government secondary schools using Igbo Etiti local government area as a case study.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720
WHATSAPP US ON: 08137701720
LEARNING ENVIRONMENT AND ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN GEOGRAPHY
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The school environment, which include the classrooms, libraries, technical workshops, laboratories, teachers’ quality, school management, teaching methods, peers, etc are variables that affect students’ academic achievement (Ajayi, 2001 and Oluchukwu, 2000). Hence, the school environment remains an important area that should be studied and well managed to enhance students’ academic performance.
The issue of poor academic performance of students in Nigeria has been of much concern to the government, parents, teachers and even student themselves. The quality of education not only depends on the teachers as reflected in the performance of their duties, but also in the effective coordination of the school environment (Ajao 2001)
School environment which include instructional spaces planning, administrative places planning, circulation spaces planning, spaces for conveniences planning, accessories planning, the teachers as well as the students themselves are essential in teaching-learning process. The extent to which student learning could be enhanced depends on their location within the school compound, the structure of their classroom, availability of instructional facilities and accessories. It is believed that a well planned school will gear up expected outcomes of education that will facilitate good social, political and economic emancipation, effective teaching and learning process and academic performance of the students.
Relating this study to international occurrences are the assertions of Williams, Persaud, and Turner (2008), quoting Marsden (2005), which reported that safe and orderly classroom environment (aspect of instructional space), School facilities (accessories) were significantly related to students’ academic performance in schools. The three researchers, also quoted Glassman (1994), asserting that a comfortable and caring environment among other treatments helped to contribute to students` academic performance.
The physical characteristics of the school have a variety of effects on teachers, students, and the learning process. Poor lighting, noise, high levels of carbon dioxide in classrooms, and inconsistent temperatures make teaching and learning difficult. Poor maintenance and ineffective ventilation systems lead to poor health among students as well as teachers, which leads to poor performance and higher absentee rates (Frazier, 2002 Lyons, 2001; and Ostendorf, 2001). These factors can adversely affect student behavior and lead to higher levels of frustration among teachers, and poor learning attitude among student.
Beyond the direct effects that poor facilities have on students’ ability to learn, the combination of poor facilities, which create an uncomfortable and uninviting workplace for teachers, combined with frustrating behavior by students including poor concentration and hyperactivity, lethargy, or apathy, creates a stressful set of working conditions for teachers. Because stress and job dissatisfaction are common pre-cursors to lowered teacher enthusiasm, it is possible that the aforementioned characteristics of school facilities have an effect upon the academic performance of students.
Previous studies have investigated the relationship of poor school environment including problems with student-teacher ratio, school location, school population, classroom ventilation, poor lighting in classrooms, and inconsistent temperatures in the classroom with student health problems, student behavior, and student achievement (Crandell & Smaldino, 2000; Davis, 2001; Johnson, 2001; Lyons, 2001;Moore, 2002; Stricherz, 2000; Tanner, 2000). To complement these studies, the present research will examine the aforementioned areas of school environment as it affect students performance in Nigerian schools.
Statement of the Problem
Emphasizing the importance of school environment to students academic performance, Oluchukwu, (2000) asserted school environment is an essential aspect of educational planning, he went further to explain that “unless schools are well suited, buildings adequately constructed and equipment adequately utilized and maintained, much teaching and learning may not take place.
The high levels of students’ academic performance may not be guaranteed where instructional space such as classrooms, libraries, technical workshops and laboratories are structurally defective. However, little is known on the impact of school environment on students’ academic performance in an urban city like Lagos State.
1.3 Objectives of the Study
The purposes of this study are:
i. To examine the relationship between school environment and the student academic performance
ii. To examine the impact of school facilities on the academic performance of students in the secondary school
iii. To explore factors such as class size that have been perceived to promote or inhibit students learning in the academic process of students in secondary school
iv. To investigate the extent to which school location affects the academic achievement of secondary school students.
1.4 Research Questions
i. Is there any relationship between school environment and the student academic performance?
ii. To what extent do school facilities affect student performance in secondary school?
iii. What effect does class size has on the academic performance of students in secondary school?
iv. To what extent does school location has on the achievement of secondary school students?
1.5 Research Hypothesis
Ho1 There is no significant difference between school environment and the student academic performance
Ho2 There is no significant difference between school facilities and academic performance of students
Ho3 There is no significant difference between class size and academic performance of students
Ho4 There is no significant difference between school location and academic performance of students
1.6 Significance of the Study
It is hoped that this study will provide information for parents, educators and school administrators to reflect upon various factors that help students in achieving their academic goals. In so doing, they can investigate the possibility of introducing those factors to their school, which may consequently lead to enhancing students’ educational outcomes in school. In addition, the fact that this study is conducted in public schools, it shares quite a lot of similarities with many other counterparts. In this connection, this study provides a valuable reference for other schools to reflect upon the school environment as it affect the academic performance of student in secondary school.
1.7 Scope of the Study
This research work focuses on influence of school environment on academic performance of secondary school students in some selected schools in Agege Local Government Area Of Lagos State. This research work covers all public secondary schools students in Agege Local Government Area Of Lagos State. However, four public secondary schools will be used as case study.
1.8 Limitation of the Study
Apart from time-frame and shortage of finance, the major limitation to this research is the inability of the researcher to cover the whole public secondary school in Agege Local Government Area Of Lagos State as the title suggest.
1.9 Research Methodology
A descriptive research design will be use in carrying out this study. The sample for this study constitutes one hundred (100) respondents. For this research work, random sampling technique will be used. This study will be restricted to the categories of students the researcher considered essentially relevant to issues being investigated. Simple percentage statistical analysis will be used for the study.
1.10 Definition of Terms
School: A school is an institution designed for the teaching of students (or “pupils”) under the direction of teachers
School Environment: A school’s physical environment includes the school building and the surrounding.
Academic Achievement – Knowledge attained or skills developed in school subjects by test scores.
Secondary school (also”high school”)is a term used to describe an educational institution where the final stage of schooling, known as secondary education and usually compulsory up to a specified age, takes place. It follows elementary or primary education, and may be followed by university (tertiary) education
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720
WHATSAPP US ON: 08137701720
GEOGRAPHY EDUCATION AWARENESS LEVEL AMONG SECONDARY SCHOOL STUDENTS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Geography (from Greek γεωγραφία, geographia, lit. “earth description”[1]) is a field of science dedicated to the study of the lands, the features, the inhabitants, and the phenomena of the Earth.[2] A literal translation would be “to describe or write about the Earth”. The first person to use the word “geography” was Eratosthenes (276–194 BC).[3] Four historical traditions in geographical research are spatial analysis of the natural and the human phenomena (geography as the study of distribution), area studies (places and regions), study of the man-land relationship, and research in the Earth sciences.[4] Nonetheless, modern geography is an all-encompassing discipline that foremost seeks to understand the Earth and all of its human and natural complexities – not merely where objects are, but how they have changed and come to be. Geography has been called “the world discipline” and “the bridge between the human and the physical science”. Geography is divided into two main branches: human geography and physical geography.
Geography is the science of place and space. Geographers ask where things are located on the surface of the earth, why they are located where they are, how places differ from one another, and how people interact with the environment. As the study of the earth’s landscapes, peoples, places and environments. It is, quite simply, about the world in which we live. Geography is unique in bridging the social sciences (human geography) with the natural sciences (physical geography). Because thinking about space and place give a variety of topics such as economics, health, climate, plants and animals, geography is highly interdisciplinary. It is also a very appropriate perspective to consider complex issues such as sustainable development, that involve economic, social, and environmental dimensions at the same time. Combined with the My Community, Our Earth’s fun, inquiry-driven, hands-on, project-based approach, you can use geographic learning for sustainable development to make a difference in your own community and for our earth.
The planet earth so far is the only dwelling place for man among the other eight planets. Numerous activities and interactions have some causes and effects. To understand these causes and effects, one has to understand his environment. Therefore, a general knowledge of what geography is all about and its importance to the society should be understood. The importance of geography has been clearly shown in the senior secondary school geography curriculum via:
• To understand the concept of differential character a spatial relationship of the surface features of the earth
• To understand the concept of man-environment relations to examine the life of man within his physical and cultural environment and to explain their interactions
• To appreciate and develop a sense of responsibility towards one’s own society and intelligent interest in the formation of rational goals and policies especially as they influence the different resources and regions of the areas
• To develop sympathetic understanding of the people of other lands based on the recognition and they may have different assemblies of resources, different goals and different problems from the people of their area
• To organize and formulate principles according to acquired geographic concepts which they use to analyze and interpret spatial problems in their environment
• To develop skills and techniques for accurate orderly and objective geographical investigation to be carried out both in the classroom and in the immediate environment. Hence most countries have already recognized the dependence of their social, cultural, environmental development on their geographical studies much as one could therefore, normally expect decades after independent that the foundation for geography should have been well laid in Nigeria but the truth is that the foundation not only remains rickety but infact crumbling (Afolabi, 1978) geography is relegated to the background while history, social studies, government are being projected in the primary, junior and secondary schools of the current 6-3-3-4 educational system
Secondary education has been recognized as playing very crucial roles in providing suitable preparation for further education (Cuttance, 1980). The state of formal education at secondary school level is a very important determinant of the quality and quantity of intake into tertiary level of education. On the same vein, the development of geographic studies in Nigeria is itself a function of the type of geographic teaching going on in the various schools. Eden (1982) confirms this in his research, that the poor quality of geography education in Nigeria is itself a function of the type of geographic education teaching going on in the various schools. His research recalls that the poor quality of geography in Nigeria might become a caricature of the real thing especially in the new and less established schools which he discovered were in very bad condition for effective meaningful geographic teaching.
1.2 STATEMENT OF THE PROBLEM
That differences exists in the teaching and learning of geography in urban areas has raised dust in several quarters in most recent times. It is in this light that the research will be carried out to examine the differences in teaching and learning of geography in urban and rural areas with a view to ascertaining the causes of the differences. As at present, there is poor student enrolment in the basic geography courses in the institutions of higher learning. This is due to problems associated with geography teaching in the various secondary schools such as field studies, text books and poor teaching methods among others. These problems seem to be serious in the various rural schools for example while it is not uncommon to find in some of the urban secondary schools an over concentration of qualified graduate teachers, students of the same subject in rural schools are compelled to make do with either unqualified teachers or none at all. It is generally believed to day that students in urban schools perform better than rural counterparts in school certificate examinations. Is the assumption then true that differences in opportunities offered for the teaching and learning of geography in both urban and rural environment affect students’ performance? What are some of these problems and how are they likely to be immunized if not eliminated? These and other related issues constitute the focus of the problems that are to be investigated. Many students are performing poorly year after year in their examinations in Ondo state and this situation is growing worse. This in turn opens their door to poor life thereafter. This poor performance may be brought by non-innovative teachers who may not want to use the instructional materials in the right way. Unqualified teachers may also bring this problem. In this case it calls for a research to be carried out in this zone to find out exactly what the problem is.
1.3 OBJECTIVES OF THE STUDY
1. To ascertain whether awareness level have a significant impact on students’ academic performance in geography.
2. To know whether instructional materials have a significant relationship with effective teaching and learning of geography in selected secondary schools
1.4 RESEARCH QUESTION
1. Does awareness level have a significant impact on students’ academic performance in geography?
2. Does instructional materials have a significant relationship with effective teaching and learning of geography in selected secondary schools?
H0: There is no relationship between students’ awareness level and their academic performance in geography
H1: There is a relationship between students’ awareness level and their academic performance in geography
This research work is on the problem of teaching geography in nigeria government secondary schools using Ondo stateas a case study. This topic is a very interested one which will serve as a body of knowledge to teachers, students, researchers, entire public as well as policy makers towards improvement in teaching and learning of geography in government secondary schools.
This research work is on the problem of teaching geography in nigeria government secondary schools using Ondo stateas a case study.
In this research the researcher experiences numerous difficulties.
One of the most limiting factors is inadequate fund to run the cost of the project like traveling to research for data collection.
Another limiting factor is insufficient time to go to the libraries and other sources of information as much as the researcher wished, sometimes lecture times coincided with library time.
Another limiting factor was ineffective communicator, the researcher using questionnaire method, and the majority of people lacking formal education were unable to communicate effectively to question despites all this difficulties the researcher was successful as he was able to accommodate the problems through careful adaptation.
1.9 DEFINITION TERMS
Geography : Geography is the science which seeks to explain the character of places and the distribution of people, features and events as they occur and develop over the surface of the earth. Geography is concerned with human – environment interactions in the context of specific places and locations. Its special characteristics are its breadth of study, its span of methodology, its synthesis of work from other disciplines including the physical sciences and the humanities and its interest in the future management of people – environment interrelationships.
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FACTORS ASSOCIATED WITH MASS FAILURE OF GEOGRAPHY STUDENTS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Geography (from Greek γεωγραφία, geographia, lit. “earth description”[1]) is a field of science dedicated to the study of the lands, the features, the inhabitants, and the phenomena of the Earth.[2] A literal translation would be “to describe or write about the Earth”. The first person to use the word “geography” was Eratosthenes (276–194 BC).[3] Four historical traditions in geographical research are spatial analysis of the natural and the human phenomena (geography as the study of distribution), area studies (places and regions), study of the man-land relationship, and research in the Earth sciences.[4] Nonetheless, modern geography is an all-encompassing discipline that foremost seeks to understand the Earth and all of its human and natural complexities – not merely where objects are, but how they have changed and come to be. Geography has been called “the world discipline” and “the bridge between the human and the physical science”. Geography is divided into two main branches: human geography and physical geography.
Geography is the science of place and space. Geographers ask where things are located on the surface of the earth, why they are located where they are, how places differ from one another, and how people interact with the environment. As the study of the earth’s landscapes, peoples, places and environments. It is, quite simply, about the world in which we live. Geography is unique in bridging the social sciences (human geography) with the natural sciences (physical geography). Because thinking about space and place give a variety of topics such as economics, health, climate, plants and animals, geography is highly interdisciplinary. It is also a very appropriate perspective to consider complex issues such as sustainable development, that involve economic, social, and environmental dimensions at the same time. Combined with the My Community, Our Earth’s fun, inquiry-driven, hands-on, project-based approach, you can use geographic learning for sustainable development to make a difference in your own community and for our earth.
The planet earth so far is the only dwelling place for man among the other eight planets. Numerous activities and interactions have some causes and effects. To understand these causes and effects, one has to understand his environment. Therefore, a general knowledge of what geography is all about and its importance to the society should be understood. The importance of geography has been clearly shown in the senior secondary school geography curriculum via:
• To understand the concept of differential character a spatial relationship of the surface features of the earth
• To understand the concept of man-environment relations to examine the life of man within his physical and cultural environment and to explain their interactions
• To appreciate and develop a sense of responsibility towards one’s own society and intelligent interest in the formation of rational goals and policies especially as they influence the different resources and regions of the areas
• To develop sympathetic understanding of the people of other lands based on the recognition and they may have different assemblies of resources, different goals and different problems from the people of their area
• To organize and formulate principles according to acquired geographic concepts which they use to analyze and interpret spatial problems in their environment
• To develop skills and techniques for accurate orderly and objective geographical investigation to be carried out both in the classroom and in the immediate environment. Hence most countries have already recognized the dependence of their social, cultural, environmental development on their geographical studies much as one could therefore, normally expect decades after independent that the foundation for geography should have been well laid in Nigeria but the truth is that the foundation not only remains rickety but infact crumbling (Afolabi, 1978) geography is relegated to the background while history, social studies, government are being projected in the primary, junior and secondary schools of the current 6-3-3-4 educational system
Secondary education has been recognized as playing very crucial roles in providing suitable preparation for further education (Cuttance, 1980). The state of formal education at secondary school level is a very important determinant of the quality and quantity of intake into tertiary level of education. On the same vein, the development of geographic studies in Nigeria is itself a function of the type of geographic teaching going on in the various schools. Eden (1982) confirms this in his research, that the poor quality of geography education in Nigeria is itself a function of the type of geographic education teaching going on in the various schools. His research recalls that the poor quality of geography in Nigeria might become a caricature of the real thing especially in the new and less established schools which he discovered were in very bad condition for effective meaningful geographic teaching.
1.2 PROBLEM OF THE STUDY
That differences exists in the teaching and learning of geography in urban areas has raised dust in several quarters in most recent times. It is in this light that the research will be carried out to examine the differences in teaching and learning of geography in urban and rural areas with a view to ascertaining the causes of the differences. As at present, there is poor student enrolment in the basic geography courses in the institutions of higher learning. This is due to problems associated with geography teaching in the various secondary schools such as field studies, text books and poor teaching methods among others. These problems seem to be serious in the various rural schools for example while it is not uncommon to find in some of the urban secondary schools an over concentration of qualified graduate teachers, students of the same subject in rural schools are compelled to make do with either unqualified teachers or none at all. It is generally believed to day that students in urban schools perform better than rural counterparts in school certificate examinations. Is the assumption then true that differences in opportunities offered for the teaching and learning of geography in both urban and rural environment affect students’ performance? What are some of these problems and how are they likely to be immunized if not eliminated? These and other related issues constitute the focus of the problems that are to be investigated. Many students are performing poorly year after year in their examinations in Igbo Etiti local government area and this situation is growing worse. This in turn opens their door to poor life thereafter. This poor performance may be brought by non-innovative teachers who may not want to use the instructional materials in the right way. Unqualified teachers may also bring this problem. In this case it calls for a research to be carried out in this zone to find out exactly what the problem is.
1.3 OBJECTIVE OF THE STUDY
1. To ascertain whether school locations affect School Certificate Geography achievement.
2. To establish whether school location affects quality and quantity of geography teachers in secondary schools.
3. To justify the assertion that in competency among geography teachers constitute a barrier to the teaching and learning of geography in government secondary school.
4. To determine if school location is related to availability of library and geography text books
5. To make inventory of number of field studies and geography teaching aids and determine their relationship to school location.
6. To know weather instructional materials is one the major factors affecting teaching and learning of geography in selected secondary schools in Igbo Etiti local government area , Nigeria.
7. To find out to what extent do text books influence the students’ performance.
1.4 RESEARCH QUESTION
1. Is the school locations affect School teaching and learning of Geography?
2. Does school location affects the quality and quantity of geography teachers in secondary schools?
3. How can one justify the assertion that in competency among geography teachers constitute a barrier to the teaching and learning of geography in government secondary school?
4. Is inadequate instructional materials a major factors affecting teaching and learning of geography in selected secondary schools in Igbo Etiti local government area , Nigeria?
5. To what extent do text books influence the students’ academic performance on geography?
1.5 RESEARCH HYPOTHESIS
H0: The school location cannot affect School teaching and learning of Geography.
H1: The school location can affect School teaching and learning of Geography.
H0: There is no significant relation between school location and the quality and quantity of geography teachers in secondary schools.
H1: There is a significant relation between school location and the quality and quantity of geography teachers in secondary schools.
H0: One cannot justify the assertion that in competency among geography teachers constitute a barrier to the teaching and learning of geography in government secondary school.
H1: One can justify the assertion that in competency among geography teachers constitute a barrier to the teaching and learning of geography in government secondary school.
H0: Inadequate instructional materials is not a major factors affecting teaching and learning of geography in selected secondary schools in Igbo Etiti local government area , Nigeria.
H1: Inadequate instructional materials is a major factors affecting teaching and learning of geography in selected secondary schools in Igbo Etiti local government area , Nigeria.
This research work is on the problem of teaching geography in nigeria government secondary schools using Igbo Etiti local government area as a case study. This topic is a very interested one which will serve as a body of knowledge to teachers, students, researchers, entire public as well as policy makers towards improvement in teaching and learning of geography in government secondary schools.
This research work is on the problem of teaching geography in nigeria government secondary schools using Igbo Etiti local government area as a case study.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
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