Abstract
This study focuses on the effect of
excursion in the teaching of geography in selected secondary schools in Awka
south local government area of Anambra state.
A proper research was carried out to ascertain if excursion is a crucial
area in teaching geography in secondary schools , To find out if there is a
relationship between excursion and the academic performance of geography
students, to examine if excursion makes it easier for teachers to teach
geography, to know if excursion makes learning easier for geography students
and to find out if geography students of secondary schools in Awka South LGA go
on excursions.
In carrying out the research,
research questions are been set in order to direct the researcher in
administration of questionnaires. There is also review of relevant literature
on related topics to the study. Questionnaires which was the instrument used
was given to 30 geography teachers who were randomly selected from three
different secondary schools in Awka South LGA of Anambra State by the
researcher. The result obtained from the questionnaire was analysed and
conclusion was derived from the analyzed result. One of the conclusions derived
from the analyzed result is that there is a relationship between excursion and
performance of students in geography.
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND
STUDY
Field
excursion is at present a neglected aspect of geography teaching. The reasons
adduced by schools for their inability to organize field excursions included
lack of financial resources, the problems of size and control of students, and
the problems of transportation. While these problems are real, geography
teachers should be able to design a system whereby students are grouped into
manageable sizes and led on field excursions to the localities of the school,
village or town. .The availability of buses for hire abundant in many States
will make this strategy feasible.
An
alternative for this could be to identity a feature of geographical interest
and encourage students to visit them within a specified time limit and make
some write-ups. The latter approach, however, should not “usurp” the
place of the former whose primary objectives are to enable the students
exercise keen observation of the environment, acquire geographical knowledge of
that environment and identify the observable problems.
In
circumstances where individual student field excursion is arranged, efforts
should be made to involve the measurement, calculation and documentation of
physical and human features within the locality. The purpose of this is to
guide the students into making observations in a particular direction rather
than looking at the field excursion as an occasion to visit a new place. For
instance, in a visit to a nearby farm, students should be made to indicate the
size of the farm, the activities taking place in the farm at the time of visit,
the crops planted and the conditions necessary for their growth.
Fieldwork
has great importance in geography teaching since it allows many geographical
phenomena to be observed on its own environment and be better perceived (TMNE,
2012; Article 14), real life experiences to be gained by turning theory into
practice (Fuller, et al., 2006; Scott, et al., 2006), and thus leads to a
better understanding of the real world ( Fuller, 2006). Field is the laboratory
of geographical research ( Garipağaoğlu, 2001), and the utilization of this lab
is possible through geographical field trips (Doğanay, 1993, 2002; Alkış, 2008;
Kent, 1999).
The
importance of fieldwork in geography teaching has necessitated investigations
to determine the self- efficacy perceptions of geography teacher candidates.
Self-efficacy, in its shortest definition, refers to beliefs in one’s
capabilities to organize and execute the courses of action required to produce
given attainments (Bandura, 1986), or to one’s judgments or beliefs as to
his/her capacity or performance (Bandura, 1977, 1994, 1997; Lee, 2005). In
addition to these definitions, self-efficacy can also be described as: an
individual’s response to questions such as “What can I do?” (Snyder and Lopez,
2002) or “Can I do this task?” (Donald, 2003); an individual’s self-
confidence; an individual’s judgment about his/her confidence in his/her
ability; or his/her belief formed through his/her experiences (Lee, 2005;
Yılmaz and Köseoğlu, 2004). So this study focuses on the effect of excursion in
the teaching of geography in selected schools.
1.2 STATEMENT
OF PROBLEMS.
The
advancement of Geography as a subject in Nigeria curriculum has faced so many
challenges. Lack of adequate teaching and learning of geography is one of the
difficulties facing the development of Goegraphy as a subject.
Considering
the nature of the subject Geography, it is however important for the students
not be restricted to the theoretical aspect but also allow to engage in the
fieldwork. Most secondary schools do not place any relevance to the necessity
of fieldwork in the learning of geography.
Most
secondary school students have a very wrong misconception about excursion, it
is perceived as a means of sight-seeing and this has effect the main objective
and impact of excursion in the teaching of geography in secondary schools.
These problems make it glaring that there is a need to carry out a study on the
effect of excursion in the teaching of geography in selected secondary schools
in Awka South local government area.
1.3 OBJECTIVE
OF THE STUDY
The
general objective of this study is to examine the effect of excursion in the
teaching of geography in selected secondary schools in Awka South local
government area. The specific objectives are:
1. To
ascertain if excursion is a crucial area in teaching geography in secondary
schools.
2. To
find out if there is a relationship between excursion and the academic
performance of geography students.
3. To
examine if excursion makes it easier for teachers to teach geography.
4. To
know if excursion makes learning easier for geography students.
5. To
find out if geography students of secondary schools in Awka South LGA go on
excursions.
1.4 RESEARCH
QUESTION
The
relevant research questions related to this study are:
1. Is
excursion a crucial area in teaching geography in secondary schools?
2. Is
there a relationship between excursion and the academic performance of
geography students?
3. Does
excursion makes it easier for teachers to teach geography.
4. Does
excursion makes learning easier for geography students?
5. Do
geography students of secondary schools in Awka South LGA go on excursions?
1.5 SIGNIFICANCE
OF STUDY
This
study would be important for the general teaching of geography and improving
the academic performance of geography students across all secondary schools in
Nigeria.
This
study will also help school administrator and principals in the effective
administration of their school and the introduction of effective excursion in
order to aid the leaning and of geography in their schools.
This
study is equally important to stakeholders, governments and other
researchers.
This
study will enhance the existing body of literature by contemplating the areas
of the literature that have not yet been examined or considered and
incorporating these factors into the current study. The study will thus form
thebasis
for further studies in the field.
1.6 SCOPE
OF STUDY
The
scope of this study is restricted to the effect of excursion in the teaching of
geography in selected secondary schools in Awka South local government area of
Anambra State.
1.7 LIMITATION
OF STUDY
Some of the major
constraints the researchers encountered in putting up this research include
lack of time, lack of willingness to give information by respondent and also
limited resources
1.8 DEFINITION
OF TERMS
Excursion:
is a short trip or outing to some place, usually for a special purpose and with
the intention of a prompt return.
Geography: is a field of science
devoted to the study of the lands, the features, the inhabitants, and the
phenomena of Earth. It is the study of the physical
features of the earth and its atmosphere, and of human activity as it affects
and is affected by these, including the distribution of populations and
resources and political and economic activities.
Fieldwork:
is a practical work conducted by a researcher in the natural environment,
rather than in a laboratory or office.