GEOGRAPHY TEACHERS AND STUDENTS PERCEPTION OF FACTORS AFFECTING STUDENTS PERFORMANCE IN GEOGRAPHY EXAMINATION
abstract
This finding is a summary of teachers’ and students’ perceptions of factors influencing students’ performance in Geography Examinations. Using chi-square statistics, the study was able to identify three hypotheses statements that were tested and rejected. As a result, the three hypotheses were rejected. The three hypotheses identified factors influencing students’ performance in Geography Examinations as perceived by teachers and students. The findings revealed that a variety of factors influenced students’ academic performance in school. As a result, successful students are more motivated to succeed than unsuccessful students. Furthermore, academic achievement is highly correlated with parents’ socioeconomic status, lending support to the current findings. Students, on the other hand, have a negative attitude toward their studies as a result of a lack of motivation. As a result, they performed poorly in their studies. As a result, it is concluded that students’ interest and attitude toward a particular subject are determined by their parents’ socioeconomic status. As a result, high motivating factors, primarily from parents and teachers, lead to higher achievement on the part of the student as a whole. To improve the student’s academic excellence, they must encourage the student to have a positive attitude and an interest in all of their subjects, particularly geography, while the teacher is motivated in return as a result of the students’ good academic performance. There is a need for a positive impact on academic knowledge on students, teachers, and parents, as well as student interest. As previously stated, knowledge of the subject and a positive attitude are good motivators that, when combined, are expected to result in higher achievement in geography.
CHAPTER ONE
1.0 INTRODUCTION
The term “examination” or “test’ has been defined as an instrument or systematic procedure for measuring a sample of a person’s behavior in order to evaluate that behavior against standards, i.e. in comparison with a given domain of performance tasks (criterion-referenced) or norms, i.e. in comparison with others in the group (norm-referenced) (Gage and Berliner, 1979, Gronlund,1985).
The role of geography is explicitly stated in Section 4(6A), where geography is listed as one of the core subjects at the senior secondary level (now Section 5(25A)). Students are expected to choose one of the following core subjects: English Literature, History, Geography, or Religious Studies. Geography has also been included in the list of elective subjects. As a result, each student will be required to choose three.
up to the end of the second year, depending on career choice, and may drop one of the non-compulsory subjects out of the nine subjects in the final year of the senior high school course. The geography curriculum includes the following unique features:
a. The delivery of a geography curriculum based on the selection of appropriate and relevant themes, units, contents, teaching materials, student activities, teaching aids, and evaluation.
b. A reduction in the scope and content of senior secondary school geography subject matter without sacrificing the high quality required at that level.
c. Incorporating innovative elements into curriculum teaching by emphasizing practical geography throughout the three-year course and the introduction of geographic principles, concepts, and skills that are relevant to current trends in the discipline and useful for solving environmental problems.
1.2BACKGROUND TO THE STUDY
Education is recognized as a change agent by various educational experts and professionals. Education has been defined in a variety of ways to emphasize various aspects of this critical concept. According to Obafemi Awolowo “education is that process of physical and mental culture whereby a man’s personality is developed to the fullest. Also, Alfred North White says that “education is not just the acquisition of the art of the utilization of knowledge. This is the concept of education for functional living within one’s environment, the art of using knowledge for one’s own benefit and the betterment of society.
In Nigeria, educational activities were initially informal. This was known as indigenous education, and the goal was to transmit cultural knowledge.
societal inheritance passed down through generations). Following that is Islamic education, which arrived in Nigeria around the 14th century with the arrival of the Islamic religion. The arrival of Europeans in 1842 (the Wesley Missionary Society) marked the start of Western education. Western education eventually transformed or led to Nigeria developing its own educational system that suited it. This resulted in the 6-3-3-4 education system (though there were others before it, such as the 7-5-3 system) being developed in 1969 (the 1969 National curriculum conference), which implies six (6) years of primary school, three (3) years of junior secondary school, three (3) years of senior secondary school, and at least four (4) years of tertiary education.
Secondary schooling is defined as
“Education beyond the elementary grades or primary school,” as well as “education provided by a high school or college preparatory school,” are other terms for the education provided by a high school or college preparatory school. The emphasis in the 6-3-3-4 system for us here is on the second -3- level, which is the senior secondary level, in which geography is offered or taken over the course of three years. Senior secondary subjects include math, English, a major Nigerian language, and other electives based on the student’s area of interest or department (commercial, arts, and sciences), with geography included.
One of the national objectives is stated in the National Policy on Education (N.P.E, 2004:7a).
“The training of the mind and understanding of the world around us”.
As a result, it is thought that
“Education beyond the elementary grades or primary school,” as well as “education provided by a high school or college preparatory school,” are other terms for the education provided by a high school or college preparatory school. The emphasis in the 6-3-3-4 system for us here is on the second -3- level, which is the senior secondary level, in which geography is offered or taken over the course of three years. Senior secondary subjects include math, English, a major Nigerian language, and other electives based on the student’s area of interest or department (commercial, arts, and sciences), with geography included.
One of the national objectives is stated in the National Policy on Education (N.P.E, 2004:7a).
“The training of the mind and understanding of the world around us”.
As a result, it is thought that Social, political, and economic factors that vary from place to place and over time, and are relative rather than absolute. Some of these factors include, among others, inadequate staffing, a lack of appropriate texts, unqualified teachers, a shortage of qualified teachers, a lack of funds for schools, a poor students’ perception of the subject, and poor teaching methods.
1.2 Statement of problem
Despite the nature and importance of geography to society, students’ performance in geography remains worisomely low. As a result, the purpose of this research is to identify the factors influencing students’ performance in geography examinations in Nigerian secondary schools.
1.3 Purpose of the study
The purpose of this research is to determine Geography teachers’ and students’ perceptions of factors influencing students’ performance in geography examinations. The study’s objectives will be as follows:
(1) To gain access to socioeconomic background and its impact on students’ performance in senior secondary school geography examinations.
(2) To assess the extent to which teacher qualification and training influence students’ performance in senior secondary geography examinations.
(3) Determine the extent to which students’ perceptions of geography influence their performance in geography examinations.
(4) To investigate the extent to which inadequate teaching and learning materials influence students’ performance in geography exams.
1.4 Research questions
1. Does the socioeconomic background of the students influence their performance in secondary school geography examinations?
2. To what extent do teacher qualification and training influence student performance in secondary school geography examinations?
3. How does students’ perception of geography influence their performance in secondary school geography exams?
4. How does inadequate textbook provision affect students’ performance in senior secondary school geography examinations?
1.5 Research Hypothesis
1. There is no significant relationship between socioeconomic background and student performance in secondary school geography examinations.
2. There is no significant relationship between teacher qualification and training and student performance in secondary school geography examinations.
3. There is no significant relationship between students perception of geography and their performance in geography examinations in secondary schools .
1.6 Significance of the study
This study will contribute to the findings in the literature on the factors affecting students’ performance in geography examinations and will benefit students, teachers, parents, curriculum developers, the government, and society at large in the following ways: informing the government on the need to provide adequate infrastructure for schools, enlightening teachers on how to better appreciate their work, and assisting in moulding their students’ understanding of the subject. In addition, informing curriculum developers about the actual period of teaching and learning geography in order to bring it up to a good standard, as well as coming up with adequate timing for the course.
subject.
It will also inform policymakers and geography teachers about the factors that influence students’ performance in secondary school geography examinations. It could also serve as a guide for students (as too the relevance of geography to future careers, and other relevant professions)
1.7 Scope of the study
This is restricted to gaining access to geography teachers’ and students’ perceptions of factors influencing students’ poor performance in geography examinations in public secondary schools in Lagos Mainland (Yaba Local Government Area), Lagos State.
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