A SURVEY OF FACTORS AFFECTING EFFECTIVE TEACHING AND LEARNING OF GEOGRAPHY (A CASE STUDY OF SENIOR SECONDARY SCHOOLS IN OVIA NORTH LGA EDO STATE)

CHAPTER ONE

INTRODUCTION

1. 1. BACKGROUND OF THE STUDY

Geography can be simply be described as the description of the earth. But modern geography has to do with a lot more. It is concerned with man as well as the earth, with relationships and analysis as well as description. It is the study of the earth as the home of man or precisely, a science of spatial relationships which focuses attention on the interaction between man and his environment. Modern geography is a science of synthesis which seeks to understand the character of a place in terms of total integration of the various phenomena which characterize a place as well the interrelationships between places (Adeyemo, 2010). It is equally with geography that spatial forms can best be seen and analysed. Most sciences specialize in one particular set of phenomena such as plants, rocks, economic or political behavior and others. The geographer does not study people, crops, customs, minerals, soils and other things for their own sake, but because he sees them as part of an interrelated complex that give a place its character. It is the place whether in form of a region ,country, state, town, city village or any other form of a place that geographers want to study and understand, no other science does that. In view of the above characteristics of geography, as a school subject therefore, it is one of the most important subjects in secondary school education. Geography is important for both the students who are likely to continue to tertiary level and those who will not proceed. It equips students with a body of knowledge to make them functional and socially relevant in this fast changing world. Geography is a distinct and dynamic science and or social science discipline that deals with the study of man and his immediate physical environment. It therefore helps young people to appreciate the importance of their environment and its vast natural resources. As a subject, it is versatile, expressive and intellectually stimulating. It exhibits a correlation with all other school subjects. It instills in the students the need to appreciate and develop a sense of responsibility towards their own society. Despite its relevance in this dynamic world, one of the criticism levelled against geography is it’s very wide, though an interesting subject, which touches on most other subjects such as the social studies or the social environmental studies. It calls for a lot of hard work to master and enjoy it at the S.S.S level but with the right attitude and approach it is usually a pleasure to learn it. Despite this, there has been an observable sharp decline in the number of students that offer geography at the senior secondary level in Kano.

The significance of Geography as a school subject cannot be over emphasized (Woodridge and East 1951, Aderogba, 1990, 2009 and 2011; and Boehim, 1996). It combines with many school subjects - Arts, Social Sciences, Pure Sciences, Mathematical Sciences, Languages and Technical Education to make a child qualify for tertiary education in Nigeria, and outside the country too. Similarly, it has led to making of professionals in various fields of human endeavour – Planning, Administration, Academics, Catographic, hydrologic, climate, environmental and others - just to mention but a few. Boehim (1996) produced in tabular forms, outlines of major areas of study in Geography and the associated professions. Abegunle, (1988) wrote on “The Promotion of career opportunities through the Senior Secondary School Geography”. Similarly, Sada (1976) and Areola (1978) wrote on the roles of Geography and geographers in nation building. But there are complaints about the large scope and abstract nature of the subject. The complaints are widespread among students; and teachers alike. That the subject is abstract is accentuated by the assumption that it is difficult to teach and learn about, and more importantly there are no readily available teaching aids for effective teaching and learning about the subject, (Eya 1983 and Aderogba, 2009). These probably explain the push and pull factors (Akande 1982, Adetuberu 1983 and Ajaegbu 1983); and skepticisms of Senior Secondary School (SSS) students to register for the subject in their West African Examination Council (WAEC), National Examination Council (NECO) and University Matriculation Examination (UME) for admission into tertiary institutions, (Aderogba, 2011). That is, talkless of reading Geography as a major course of study at the tertiary level of education, (Aderogba 2005, 2012 and Aderogba and Ogunowo 2010). In spurious style, Aderogba (1990, 2005 and 2012) particularly repeatedly lament dearth of alien materials for effective teaching and learning about the subject in Nigerian Schools; and quick to suggest the use of local materials in place. This is becoming more relevant with declining availability of those sophisticated material; and Nigerian Government policies and programs on local content.

1. 1. STATEMENT OF THE PROBLEM

The importance of geography to the world and to a nation’s technology breakthrough has been highlighted in the foregone section. This has been the reason why geography is given prominence in the school curriculum and timetable. However, in Edo State, the teaching and learning of geography have not been without problems. For some time now, there has been a growing concern over the poor teaching and learning of geography with the resultant [poor and falling standard in secondary schools’ student performance in geography. The West Africa Senior School Certificate Examination and other related examination body recognized in Nigeria have always indicated decrease in number of passes.

In addition, students are likely to attend schools that are poorly constructed with inadequate teaching and learning facilities. Most geography teachers lack teaching affective characteristic and insufficient teacher training program. On the side of students, is loss of interest in learning geography and the teachers not showing enough motivation to arouse student’s interest in learning geography?

To what extent would all these problems of teaching and learning geography affect student performance in geography? All these prompted the researcher to identify problems of teaching and learning of geography in some selected senior secondary schools in Nigeria.

1. 1. PURPOSE OF THE STUDY

The major aim of the study is to examine the factors effecting effective teaching and learning of geography in Nigeria senior secondary schools; other general objectives of the study include the following;

1. To identify the factors affecting the teaching and learning of geography among secondary school students.
2. To examine the factors affecting/inhibiting the teaching and learning of geography in secondary schools in Nigeria.
3. To find the possible ways of over-coming these factors.
4. To make recommendations based on the findings it will hope that the findings of this project work will be of immense benefit to geography teaching and learning throughout senior secondary schools in Nigeria, since they will be exposed to factors hindering the development of geography.     
   1. RESEARCH QUESTIONS

1. What are the factors affecting the teaching and learning of geography among secondary school students?
2. What are the factors affecting/inhibiting the teaching and learning of geography in secondary schools in Nigeria?
3. What are the possible ways of over-coming these factors?
4. What are the recommendations based on the findings it will hope that the findings of this project work will be of immense benefit to geography teaching and learning throughout senior secondary schools in Nigeria, since they will be exposed to factors hindering the development of geography?     

1. 1. RESEARCH HYPOTHESIS

H0: There are no factors that affect the teaching and learning of Geography in Nigerian schools.

H1: There are factors that affect the teaching and learning of Geography in Nigerian schools.

1. 1. SIGNIFICANCE OF THE STUDY

The study will help to throw some light on the factors affecting the teaching and learning of geography in the area of study. The outcome of this study will be useful to the teachers, students and government of Edo State in general, Ovia North East Local Government Area in particular. The result of the findings will guide the classroom situation; it will also be of immense benefit to the individual especially when it aims at self reliance.   

1. 1. SCOPE OF THE STUDY

The scope of the study covers the factors affecting effective teaching and learning of geography teaching and learning in secondary schools in Ovia North East Local Government Area, Edo State.

1. 1. LIMITATION OF THE 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.

1. 1. DEFINITION OF TERMS

Problems: This can be seen as obstacle that is hindering the effectiveness of a thing.

Teaching: This is the process of imparting knowledge

Learning: This is a process whereby there is a relative permanent change in behaviour due to impartation of knowledge.

Academic Qualification: Is an academic skills quality or attribute that make somebody suitable for a teaching job.

Teacher Experience: This is a kind of skill acquired through being involved in teaching over a period of time.

Teaching Techniques: Is the procedure or skill required to impart geography knowledge to the student.

Teaching Aids: Teaching materials that helps teacher in transmitting mathematical knowledge to the students.

Student Motivation: It is a positive reinforcement that stimulate students to show interest in learning geography.