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
Objectivesย of theย Study
Theย objectives ofย theย studyย areย to:
- Examine the effects of using weather station on attitude of students towards learning Geography (SSSI)inย Mangu local government area.
- Determine the effects of using weather station on attitude of male andfemaleย towards learning Geographyย (SSSI)ย inย Mangu local government area.
- Findoutย theย effectsย of using weather station onย retentionย abilityย towards learning Geography (SSSI)ย inย Mangu local government area.
CHAPTERย TWOย
REVIEWย OFย RELATEDย LITERATURE
ย 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.ย 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.ย 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.
Relatedย literaturesย wereย reviewedย basedย onย theย following:
ย Conceptualย 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.ย 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 aย totally new tool, instrument, material, devise or modifying existing ones for serving aย particularย function in teaching geography concepts. For the teacher to be able to comeย up with model, he must be innovative, resourceful and creative in both thinking andย manipulative dexterity (John, 2009). Ajewole (2014) sees geographical models as deviseย and construction of alternative instructional media as substitute to the manufacturedย ones. This can result in the discovery of new thought patterns, practices, new structuresย orย symbols,ย andย newย waysย toย act.ย Theย inventionย cycleย isย mostย effectiveย whenย instructional designersย andย developersย haveย aย clearย insightย andย manipulativeย skillsย neededย forย theย developmentย ofย anyย models.
CHAPTER THREEย
RESEARCHย METHODOLOGY
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ย Introduction
Thisย chapterย focusesย onย theย researchย designย employedย inย carryingย outย theย studyย population, sample and techniques, research instrument, validity, reliability, procedureย forย data collectionย andย procedure forย dataย analysisย procedure.
Researchย Design
The research design adopted for this study was of the pre-test, post-test and retention-ย testย quasiย experimentalย designย non-ย randomiseย andย 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 Geographyย in Geography inย Mangu local government area, Plateau State.ย The researcher usedย intactย classesย ofย SSS1Bย inย eachย ofย theseย twoย experimental schoolsย forย theย studyย purposely. The twoย methodsย wereย usedย duringย sixย weeksย treatments.ย Experimentalย schoolย Iย demonstration method was used. Subsequently, the experimental school II weather station was used. These two methods were administered for the purpose of comparisonย respectively.
CHAPTERย FOUR
DATAย ANALYSIS,ย PRESENTATIONย ANDย DISCUSSIONSย OFย RESULTS
ย ย Introduction
The data analysis in this chapter are presented infour sections: first, the bio dataย of the subjects including theirsex and schools; second, answers to the research questionsย using descriptive statistics of mean and standard deviations; third,the result of the nullย hypothesesย tests;ย andย forth,ย summaryย ofย findings.
CHAPTERย FIVE
SUMMARY,ย CONCLUSIONย ANDย RECOMMENDATIONS
ย Introduction
This chapter presents the summary of the research work. It includes the conclusionย drawn from the findings of the study, the recommendations for the use of geographicalย modelsย inย teachingย andย learningย Geographyย conceptsย andย suggestionsย forย furtherย studies.
Summary
The study findsย outย the effects of using weather station on theย academic performanceย towards learning Geography in geography. The improvement in theย academicย performanceย ofย studentsย dueย toย theย usesย of using weather stationย withย geographyย was alsoย found.
The research design used for the study schematic representation of quasi โ experimentalย design using pre โ test, post โ test and retention โ test. A sample of (76)students wereย purposely selected for the study from the population of (6,616) in ten coeducationalย senior secondary schools in Mangu Local Government Area, Plateau State. The instruments usedย for generating data were geography performance test (GPT) test, re-test and retentionย test.
The data analysis was done usingย descriptiveย statistics,ย mean,ย andย standardย deviationused to answer research questions and paired sample t โ test statistical tools toย answer the research questions andtest the postulated null hypotheses using the statisticalย package for social science (SPSS). Null hypothesisone has been accepted, hypothesisย 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 toย be effective toย enhance studentsโย academic performance.
Conclusions
Based on the results of the findings from this study, the, the following conclusions areย made;
Weather station are encouraging determinantย in the enhancementof studentsโย academicย performance.ย Thisย studyย foundย theย effectsย of using weather stationย inย teaching and learning of Geographical concepts have improved studentsโ assimilation.ย Theย studyย alsoย confirmedย thatย lackย ofย effectiveย andย efficientย useย of using weather station in teaching and learning Geography concepts lower studentsโ performance.ย The excitements and motivations the students got from the Geographical models used inย learning Geographical concepts enhance their academic performance. The findings andย conclusion of thisย study canย therefore,ย beย saidย toย haveย emphasisย theย relevanceย of using weather stationย withย geographicalย modelsย inย theย instructionalย process.
Recommendations
Theย followingsย areย theย recommendationsย ofย theย study
- Thegeographyย studentsย shouldย developย geographicalย imaginativeย thinking;ย sinceย geographicalย modelsย wasย designed,ย developedย andย integratedย inย theย teachingย andย learning
- The stake holders should encourage geography teachers to deploy appropriateteachingย techniquesย inย theย instructionalย process;ย especiallyย demonstrationย methodย andย weather station.
- Geography teachers should have the instinct of diverse methods in teaching andlearningย situation
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