EFFECT OF FIELDTRIP STRATEGY ON SENIOR SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN GEOGRAPHY IN NUMAN EDUCATIONAL ZONE, ADAMAWA STATE, NIGERIA

Authors

  • Suwopoleme Silas Estawul Department of Science Education, Adamawa State University, Mubi, Nigeria
  • Linus K. Sababa Dr., Department of Science Education, Adamawa State University, Mubi, Nigeria
  • Jacob Filgona Government Day Secondary School Monduva, Mubi South LGA, Nigeria

DOI:

https://doi.org/10.46827/ejes.v0i0.386

Keywords:

academic achievement, effect of fieldtrip strategy, geography, conventional method

Abstract

This study investigated the Effect of Fieldtrip Strategy on Senior Secondary School Students’ Academic Achievement in Geography in Numan Educational Zone, Adamawa State, Nigeria. Two research questions and two hypotheses were formulated and tested in the study. The study adopted the quasi-experimental research design. A sample size of 138 Senior Secondary (SS II) students offering geography from two public senior secondary schools in Numan Educational Zone was used for the study. The groups consisted of an experimental and control groups which were taught for six weeks. The research instruments used to obtain data was the Teachers’ Qualification Assessment Checklist (TQAC), Fieldtrip Facilities Inventory (FFI) and the Geography Achievement Test (GAT). The reliability index of the instrument (GAT) was determined using Guttmann Split-half Statistic. This yielded a reliability coefficient of 0.70. The research questions were answered using frequency counts and percentages and the hypotheses was tested using Kolmogorov Smirnov two-sample test. The result showed that most geography teachers in Numan educational zone are B.Sc. holders, who do not possess the basic qualification of teaching. The study also revealed inadequate facilities for conducting fieldtrips in Numan educational zone. There was a statistically significant difference in the academic achievement of students taught geography using fieldtrip strategy and conventional method. Male students in the experimental group performed better in geography than their female counterparts. Since fieldtrip strategy improved students’ achievement in Geography, it was recommended that Government should employ qualified graduate teachers in geography education to teach the subject. Government should also provide secondary schools with adequate facilities for conducting fieldtrips. Geography teachers teaching in secondary schools should endeavor to adopt or incorporate this instruction technique while teaching for a better achievement of students in geography.

 

Article visualizations:

Hit counter

DOI

References

Ajaegbu, O. (1972). Making geography field excursion relevant and useful in the teaching of geography today. West Africa Journal of Education, 7, 115-128.

Amosa, A. A. (2013). Effect of community resources on junior secondary schools’ performance in basic technology in Ilorin, Kwara State, Nigeria. Journal of Education in Developing Areas (JEDA), 21, 214-221.

Duvall, C. R. & Krepel, W. J. (1981). Field trips: A guide for planning and conducting educational experiences. Washington, DC: National Science Teachers Association.

Instructional Strategies Online (2013).What are Fieldtrips? Retrieved from www.olc.spsd.sk.ca/DE/PD/instr/strats/fieldtrips/index.html.

Ipem, J. N. & Odeigah, L. O. (2013). Gender variations, stress levels and academic achievements of students in Nigerian Universities: Retrieved on 25th Aug, 2016 from https://www.researchgate.net/publication/264046320.

Irene, A. & Baguma, D. (2011). Issues in African education. In T. M. Tchombe & A. B. Nsamenang (Eds.) Hand book of African educational theories and practice: A generative teacher education curriculum. Bamenda Human Resource Development Centre.

Nigeria Educational Research and Development Council (2007). A philosophy of Nigerian education: Report on Basic Technology curriculum conference. Abuja, Nigeria: NERDC Press.

Nwabuguwu, N. S. & Chika E. U. (2012). Discovering learning. A motivational technique to enhance learning. In Unique S. C. & Onete O. U. (Eds) Motivation learning and the Nigerian child. Nigeria Society for Education Psychologist 10, 44-50.

Obanya P. (2002). Revitalizing education in Africa. Ibadan sterling Horden Publishers.

Oganwu, P. I. (2004). Effects of instructional strategies, cognitive style and gender on students’ concept attainment in social studies. Unpublished Ph.D. Thesis, Delta State University, Abraka.

Tchombe, T. M. & Nsamenang, A. B. (2011) Hand book of African educational theories and practice: A generative teacher education curriculum. Bamenda Human resource development centre.

WAEC (2004-2010.). West African Examination Council, Chief Examiners’ Report May/June SSSCE. Lagos Nigeria.

Downloads

Published

2016-12-18

Issue

Vol 2, No 12 (2016)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).