Uses of Using Weather Stations for Teaching and Effects on Senior Secondary School Students Attitude Towards Geography in Mangu Local Government Area, Plateau State
Chapter One
Objectives of the Study
The objectives of the study are to:
- Examine the effects of using weather station on attitude of students towards learning Geography (SSSI)in Mangu local government area.
- Determine the effects of using weather station on attitude of male andfemale towards learning Geography (SSSI) in Mangu local government area.
- Findout the effects of using weather station on retention ability towards learning Geography (SSSI) in Mangu local government area.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
The following subheadings served as the basis for the review of this chapter: conceptual framework, theoretical framework, models for teaching geography, the idea of geography as a secondary school subject, student academic performance in geography, gender and academic performance, empirical studies, and summary.
In secondary schools in Nigeria, geography is taught as a precise and fundamental science topic. Its instructional approach frequently calls for originality and ingenuity. Geography teachers must use innovative teaching strategies, be ready to answer questions, and be able to explain topics in a straightforward way in order to make geography concepts understandable to pupils (Nbina, 2012). The author went on to say that a lack of effective teaching strategies is partly to blame for secondary school students’ generally low performance and hostile attitude toward geography. The rookie geographers in their classes will probably learn more quickly from teachers who use acceptable teaching models.
Modeling, according to Samba and Eriba (2011), is the process of facilitating lessons while there are insufficient or no first-hand instructional materials available. The authors define modeling as the selection of the optimal teaching resources that enables the instructor to accomplish some specifically stated educational goals. Stiggins (2008) said that many techniques are employed to improve student performance and participation in class. Modeling might be one of them, according to the researchers. Recent theories of teaching and learning see education as a social activity in which kids build knowledge alongside adults and other kids (Kerry, 2002).
Geography is the study of the earth and the cosmos and is a subfield of physical science. Because it is a physical science, its instruction must be practical and hands-on (Bajah, 1998). The employment of instructional tools, such as graphics, maps, charts, computers, models, and overhead projectors among others, adds interest to the teaching of geography. Control land surveys, urban and regional planning, architecture, geology, instructional services, and extractive industries are all related to this topic and important for economic growth. The goal of this subject’s instruction should be to give students the manipulating abilities they’ll need to conduct competent and assured investigations of the area’s natural resources. However, despite how crucial this topic is to all careers in science, senior secondary school pupils’ performance in it is a concern.
Related literatures were reviewed based on the following:
Conceptual Framework
The various items or resources that teachers utilize to enhance the efficiency and effectiveness of the teaching-learning process are known as teaching resources. Teaching resources are items that the instructor can use to successfully complete the goals of the session (Maduabum, 1989). According to Ofoegbu (2009), teaching resources are any materials that make it easier to attain educational objectives.
Geographical models, according to Balogun (2001), are the tools or items that enable the teacher in making a lesson clear to the students. They communicate ideas and information to the students in a way that their aptitude, practices, and habits can be changed with the completion of a straightforward assignment. In a lesson, models typically support rather than replace other learning activities. Geographical models are items that teachers use to help students learn and retain information so they can accomplish the given goals. Innovation in education refers to the act of creating new, valuable resources that will successfully improve teaching and learning. When local materials are used for modeling, the teachers typically come up with a replacement when the original material is unavailable.
In order to improve academic performance, Kadzera (2006) provided an example of a geographical model globe made of clay and articulated by a bamboo. This model can be used to demonstrate how the earth rotates. It is anticipated that the academic performance of the children will change if the teacher uses a well-constructed model. The capacity to make the object resemble the source material in terms of appearance and functionality is emphasized in these geographical models. This makes the scenario more real for the students. Teachers in upper-level secondary schools require creativity and technical proficiency to use the materials at their disposal to create models. There are instances when a teacher in a classroom finds that a specific instructional tool required for delivering a lesson effectively is not available. If the teacher is able to come up with or design an appropriate replacement for it, the replacement is referred to as models.
Geographical models as a concept can be defined as a technique of originating a totally new tool, instrument, material, devise or modifying existing ones for serving a particular function in teaching geography concepts. For the teacher to be able to come up with model, he must be innovative, resourceful and creative in both thinking and manipulative dexterity (John, 2009). Ajewole (2014) sees geographical models as devise and construction of alternative instructional media as substitute to the manufactured ones. This can result in the discovery of new thought patterns, practices, new structures or symbols, and new ways to act. The invention cycle is most effective when instructional designers and developers have a clear insight and manipulative skills needed for the development of any models.
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
This chapter focuses on the research design employed in carrying out the study population, sample and techniques, research instrument, validity, reliability, procedure for data collection and procedure for data analysis procedure.
Research Design
The research design adopted for this study was of the pre-test, post-test and retention- test quasi experimental design non- randomise and equivalent.
Finally, pre-test, post-test and retention-test were used to find out effects of using weather station on the academic performance towards learning Geography in Geography in Mangu local government area, Plateau State. The researcher used intact classes of SSS1B in each of these two experimental schools for the study purposely. The two methods were used during six weeks treatments. Experimental school I demonstration method was used. Subsequently, the experimental school II weather station was used. These two methods were administered for the purpose of comparison respectively.
CHAPTER FOUR
DATA ANALYSIS, PRESENTATION AND DISCUSSIONS OF RESULTS
Introduction
The data analysis in this chapter are presented infour sections: first, the bio data of the subjects including theirsex and schools; second, answers to the research questions using descriptive statistics of mean and standard deviations; third,the result of the null hypotheses tests; and forth, summary of findings.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Introduction
This chapter presents the summary of the research work. It includes the conclusion drawn from the findings of the study, the recommendations for the use of geographical models in teaching and learning Geography concepts and suggestions for further studies.
Summary
The study finds out the effects of using weather station on the academic performance towards learning Geography in geography. The improvement in the academic performance of students due to the uses of using weather station with geography was also found.
The research design used for the study schematic representation of quasi – experimental design using pre – test, post – test and retention – test. A sample of (76)students were purposely selected for the study from the population of (6,616) in ten coeducational senior secondary schools in Mangu Local Government Area, Plateau State. The instruments used for generating data were geography performance test (GPT) test, re-test and retention test.
The data analysis was done using descriptive statistics, mean, and standard deviationused to answer research questions and paired sample t – test statistical tools to answer the research questions andtest the postulated null hypotheses using the statistical package for social science (SPSS). Null hypothesisone has been accepted, hypothesis two has been rejected, and hypothesis three has been accepted and retained. The uses of using weather station in geography in two selected experimental schools were found to be effective to enhance students‟ academic performance.
Conclusions
Based on the results of the findings from this study, the, the following conclusions are made;
Weather station are encouraging determinant in the enhancementof students‟ academic performance. This study found the effects of using weather station in teaching and learning of Geographical concepts have improved students‟ assimilation. The study also confirmed that lack of effective and efficient use of using weather station in teaching and learning Geography concepts lower students‟ performance. The excitements and motivations the students got from the Geographical models used in learning Geographical concepts enhance their academic performance. The findings and conclusion of this study can therefore, be said to have emphasis the relevance of using weather station with geographical models in the instructional process.
Recommendations
The followings are the recommendations of the study
- Thegeography students should develop geographical imaginative thinking; since geographical models was designed, developed and integrated in the teaching and learning
- The stake holders should encourage geography teachers to deploy appropriateteaching techniques in the instructional process; especially demonstration method and weather station.
- Geography teachers should have the instinct of diverse methods in teaching andlearning situation
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