Geography Teachers And Students Perception Of Factors Affecting Students Performance In Geography Examination
The summary of this finding is on teachers and students perception of factors affecting students’ performance in Geography Examinations. The study has been able to identify the three hypotheses statement that were tested and rejected using chi-square methods of statistics. Hence, the three hypotheses were rejected. The two hypotheses identified the teachers and students perception of factors affecting students’ performance in Geography Examinations. The findings showed that many factors were affecting academic performance of students in school. Also academic achievement is highly correlated with parents’ socio economic status which lends a good support to the present findings. In order to improve the student academic excellence in their need to encourage the student in order to display good attitude and better interest in all their subject mostly in geography, while the teacher is motivated in reciprocal as a result of good academic performance by the students.
The term ‘‘examination’’ or ‘‘test’ has been defined as an instrument or systematic procedure for measuring a sample of a person’s behaviour with a view to evaluating that behaviour against standards i.e. in comparism with a given domain of performance tasks (criterion-referenced) or against norms i.e in comparism with others in the group (norm-referenced) (Gage and Berliner, 1979, Gronlund,1985).
Geography’s role is specifically stated in Section 4(6A) where geography has been listed as one of the core subjects at the Senior secondary level (now section 5(25A)). Students are expected to select ;One of Literature-in-English, History, Geography or Religious Studies as the core subject. Geography has also been grouped as part of the body of elective subjects. Therefore, every student will be expected to select three of those subjects depending on the choice of career up to the end of the second year and may drop one of the non-compulsory subjects out of the nine subjects in the last year of the senior high school course.
The geography curriculum has special feature which include:
- The provision of a geography curriculum that is based on the choice of suitable and relevant themes,units, contents, teaching materials, sstudents’ activitiies, teaching aids and evaluation.
- The reductionn in the scope and content of the subject matter of senior secondary school geography without loosing the high quality required at that level.
- The inclusion of innovative elements into the teaching of syllabus through the emphasis placed on ther practical geography throughout the 3-year course and the introduction of geographic principles, concepts and skills that are relevant to current trends in the discipline and useful for solving environmental problems.
1.2 Background to the Study
Education is noted as an instrument of change by different experts and professionals in the field of education. Education has been defined in various ways to emphasize different aspect of this crucial concept. According to Obafemi Awolowo “education is that process of physical and mental culture whereby a man’s personality is developed to the fullest. Also, Alfred North White says that “education is not just the acquisition of the art of the utilization of knowledge. This is the concept of education for functional living within one’s milieu, the art of utilizing knowledge for one’s benefit and for the betterment of the society.
Educational activities in Nigeria were first carried out informally. This was known as indigenous education where the aim was to transmit the cultural heritage of the society through generations). After which is the Islamic education which came to Nigeria around the 14th century following the arrival of Islamic Religion. The arrival of the Europeans in 1842 (the arrival of the Wesley Missionary Society) was the beginning of Western Education. The western education later-on metamorphosed or led to Nigeria developing her own educational system that suits it. This subsequently brought about the 6-3-3-4 system of education (though there were others before it i.e. 7-5-3 system) which was developed in 1969 (the 1969 National curriculum conference), which implies six (6) years of primary school, three (3) years of junior secondary, three (3) years of senior secondary’ and at least four (4) years of tertiary education.
Secondary education is defined as “education beyond the elementary grades or primary school”, it could also be said as the education provided by a high school or college preparatory school. In the 6-3-3-4 system, the emphasis for us here is of the second -3- level, which is the senior secondary level, in which geography is offered or taken during the 3 years duration. The subjects in the senior secondary are Maths, English, a major Nigerian language and other electives depending on the students area of interest or department (commercial, arts and sciences), in which geography is included.
According to the National Policy on Education (N.P.E, 2004:7a), one of the national objectives states.
“The training of the mind and understanding of the world around us”.
Therefore, it is believed that perhaps geography as a school subject can achieve this stated objective.
Geography is the physical – social science which describes, maps, and seeks to explain the inter-relationship between man and his physical environs. On the one hand, it deals with the natural setting or physical environs in which man live (some of the elements of the physical environs are the surface or the topography of the earth, soil, rocks and minerals climate, land and water bodies, native plant and animal life, and location on the earth’s surface).
From the afore mentioned it can be seen that the teaching and learning of Geography as a subject is alsobeing influenced by various factors in secondary schools and is faced with diverse problems. These factors could be external factors, cultural, social, political and economic etc which operate differentially from place to place and from time to time, which are relative and not absolute. Specifically, some of these factors include: inadequate staffing, lack of suitable texts, unqualified teachers, shortage of qualified teachers, lack of fund to schools, poor students perception of the subject and poor methods of teaching amongst others.
1.2 Statement of Problem
Despite the nature and importance of geography to the society, there is still a persistent worrisome poor performance of students in geography. For this reason, this study attempts to identify the factors affecting students’ performance in geography examinations in Nigerian secondary schools. The study by Munyili (1988) indicated that teachers use few resources because they are not motivated. Geography as a subject demands resources such as laboratory, field work equipment, cartographic instruments and budget for trips among others. Makau (1986) contends that the teacher is acclaimed the world over, to be a key resource, not so much as the main source of knowledge but as the organizer of learning for pupils. Low pupils’ achievement is often blamed on the quality and motivation of the teachers.
1.3 Objective of the Study
This research work is basically to identify Geography teachers and students’ perception of factors affecting students’ performance in geography examinations.
The purpose of the study will include:
- To access socio-economic background and its effect on performance of students in geography examinations in senior secondary schools.
- To evaluate the extent to which teacher qualification and training affect students’ performance in geography examinations in senior secondary schools.
- To access the extent to which students’ perception of geography affects their performance in geography examinations.
- To examine the extent to which inadequate teaching and learning materials affect students’ performance in geography examinations.
1.4 Research Hypotheses
- Ho: There is no significant relationship between socio-economic background and performance of students in geography examinations in secondary schools.
- Hi: There is a significant relationship between socio-economic background and performance of students in geography examinations in secondary schools.
- Ho: There is no significant relationship between teachers’ qualification and training and the performance of students in geography examinations in secondary schools.
- Hi: There is a significant relationship between teachers’ qualification and training and the performance of students in geography examinations in secondary schools.
1.5 Significance of the Study
This study will contribute to the findings in the literature on the factors affecting students performance in geography examinations and benefit the students, teachers, parents, curriculum developers, government, and the society at large in the following ways: by informing the government on the need to provide schools with adequate infrastructure, enlighten the teachers on how to better appreciate their work and help in moulding their students understanding of the subject, the need for parents to provide books for their children/wards in helping to mould their knowledge of geography. And also informing the curriculum developers into looking into the actual period of teaching and learning of geography in order to bring it to a good standard, as well as coming up with adequate timing for the subject.
Also it will inform policy makers and geography teachers on the factors responsible for students’ performance in geography examinations in secondary schools. It may also provide a guide for students (as too the relevance of geography to future careers, and other relevant professions)
1.6 Scope and Limitation of the Study
This is limited to accessing geography teachers and students perception of factors that affect students’ poor performance in geography examinations in public secondary schools in Lagos Mainland (Yaba Local Government Area), in Lagos State. The researcher encountered some constraints, which limited the scope of the study. These constraints include but are not limited to the following.
a) Availability of Research Material:
The research material available to the researcher is insufficient, thereby limiting the study
The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.
1.7 Definition of Terms
Geography refers to the science of the earth’s physical features, resources climate, population, etc.
1.8 Organization of the Study
This research work is organized in five chapters, for easy understanding, as follows
- Chapter one is concerned with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
- Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
- Chapter three deals on the research design and methodology adopted in the study.
- Chapter four concentrate on the data collection and analysis and presentation of finding.
- Chapter five gives summary, conclusion, and recommendations made of the study
Summary, Conclusion and Recommendation
It is important to ascertain that the objective of this study was to have a critical analysis of Geography teachers and students’ perception of factors affecting students’ performance in geography examination.
In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations are made, which in the opinion of the researcher will be of benefit in addressing the challenges of students’ poor academic performance in geography examinations.
This study aimed at having a critical analysis of Geography teachers and students’ perception of factors affecting students’ performance in geography examination. Four objectives were raised to guide this study. These objectives include: To access socio-economic background and its effect on performance of students in geography examinations in senior secondary schools, to evaluate the extent to which teacher qualification and training affect students’ performance in geography examinations in senior secondary schools, to access the extent to which students’ perception of geography affects their performance in geography examinations, and to examine the extent to which inadequate teaching and learning materials affect students’ performance in geography examinations.
Based on the above findings pertaining to the objectives of the study the following conclusions are drawn.
The study established that performance of the students’ in geography examinations in public secondary schools in Lagos state is affected by the students’ attitude, teachers’ teaching experience and teachers’ attitude towards the geography. Teachers guide the students and nurture them to develop towards a certain direction hence they can stir the students attitude in loving and enjoying taking geography as a subject in high school.
The government should take an initiative to ensure that the problem of inadequacy of teaching /learning resources is eradicated. There is need to sensitize the parents and the community on the provision of adequate teaching /learning resources in public secondary schools. The government should endeavour to source funds from donors, well-wishers, and NGOS to diversify provision of appropriate facilities. This will supplement funds released from the government kitty which is insufficient to put in place learning resources for geography education. These resources should be readily available for both the students and teachers for study, understanding and research reference for geography.
The teaching methodology should be well diverse to cater for the needs of the students. To achieve this, the government should provide funds for re-training of geography teachers, as the findings revealed that a good percentage of the teachers had not attended any in service training in the recent past.
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