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
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
1.2 STATEMENT OF THE PROBLEM
1.3 OBJECTIVES OF THE STUDY
1.4 RESEARCH QUESTIONS
1.5 RESEARCH HYPOTHESIS
1.6 SIGNIFICANCE OF THE STUDY
1.7 SCOPE OF THE STUDY
1.8 LIMITATION OF THE STUDY
1.9 DEFINITION OF TERMS
CHAPTER TWO
LITERATURE REVIEW
2.1 THE ORIGIN AND CONCEPT OF NIGERIAN PIDGIN ENGLISH
2.2 CONCEPT AND NATURE OF ADVERTISING
2.3 THE PERVASIVENESS AND INFLUENCE OF PIDGIN ENGLISH
2.4 PIDGIN ENGLISH USAGE IN NIGERIAN RADIO BROADCASTING
2.5 NIGERIAN PIDGIN ENGLISH AS A MARGINAL VARIETY
2.6 ATTITUDES TO NIGERIAN PIDGIN ENGLISH IN NIGERIA
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 INTRODUCTION
3.2 RESEARCH DESIGN
3.3 STUDY POPULATION
3.4 SAMPLE AND SAMPLING TECHNIQUE
3.5 DATA FOR THE STUDY: INSTRUMENTATION
3.5.1 INSTRUMENTATION
3.5.2 VALIDITY OF INSTRUMENT
3.6 METHOD OF DATA ANALYSIS
CHAPTER FOUR
4.0 DATA PRESENTATION, ANALYSIS AND INTERPRETATION
4.1 INTRODUCTION
4.2 DATA ANALYSIS (QUESTIONNAIRE)
CHAPTER FIVE
SUMMARY CONCLUSION AND RECOMMENDATIONS
5.1 SUMMARY OF FINDINGS
5.2 CONCLUSION
5.3 RECOMMENDATION
REFERENCES
QUESTIONNAIRE
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