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THE PROBLEM OF TEACHING GEOGRAPHY
IN NIGERIA SECONDARY SCHOOL
CHAPTER ONE
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 Ika south LGA of Delta 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 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 Ika
south LGA of Delta state, Nigeria.
7. To find out to what extent do
text books influence the students’ performance.
1.4 Research questions
1. Does 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 incompetency among geography teachers constitute a barrier to
the teaching and learning of geography in government secondary school?
4. Is inadequate instructional
materials a major factor affecting
teaching and learning of geography in selected secondary schools in Ika
south LGA of Delta state, 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 Ika south LGA of Delta state,
Nigeria.
H1: Inadequate instructional
materials is a major factors affecting
teaching and learning of geography in selected secondary schools in Ika
south LGA of Delta state, Nigeria.
1.6
SIGNIFICANCE OF STUDY
This research work is on the
problem of teaching geography in nigeria government secondary schools using Ika
south LGA of Delta state 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.
1.7
SCOPE OF THE STUDY
This research work is on the
problem of teaching geography in nigeria government secondary schools using Ika
south LGA of Delta stateas a case study.
1.8
LIMITATION OF 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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