THE PROBLEMS AND PROSPECTS OF TEACHING GEOGRAPHY IN SECONDARY SCHOOLS (A CASE STUDY OF ENUGU SOUTH L.G.A)
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THE PROBLEMS
AND PROSPECTS OF TEACHING GEOGRAPHY IN SECONDARY SCHOOLS (A CASE STUDY OF ENUGU
SOUTH L.G.A)
CHAPTER ONE
INTRODUCTION
1.1
BACKGROUND OF THE STUDY
geography
education was introduced in the Nigerian School Curriculum as part of the
instrument for achieving national development (National Policy on Education
(NPE) 1981). This was what informed its designation as part of the core
curriculum at different levels of education in Nigeria.problems and prospects
geography education curriculum development
agencies such as the Nigerian Educational Research and Development Council
(NERDC) and experts further identified and disseminated the curriculum goals or
purposes of the subject in the school curriculum. These include citizenship
education, reflective inquiry and geography education, (Barth-shermis, 1920;
Barth-Norris, 1976; Dubey and Barth, 1980; Olawepo, 1984) among others. These
broadly stated goals must be clare to, and recognized as important as well as
attainable by teachers and other participants connected with the Curriculum if
the intentions or purposes must be realized and the investment of effort is to
be considered worthwhile (Feather, 1982; Meece, Blumenfeld, & Hoyle, 1988).
These intentions or purposes are prima facie stated with clarity, but their
perception or conceptualization by teachers and scholars is still in doubt as
Onyabe (1980) observed that the philosophy, content and methodology of geography
education has remained vague to both scholars and teachers. The incidence of
conflicting conceptions of geography education curriculum is a cause for
concern for three major reasons. First, the anchor or strategic position of
purposes or intentions in the curriculum development process (Pratt, 1994) as
illustrated in Tyler (1949) (Linear) and Wheeler (1980) (cyclic) curriculum
models, among others.problems and prospects
Secondly, curriculum goals or purposes, are
indispensable elements in instructions as far as effective implementation of an
already developed curriculum is concerned. Thirdly, the correct conception,
investment of efforts and ultimate realization of the purposes of the
curriculum will facilitate the realization of the overall aims of the Nigerian
educational enterprise.problems and prospects
1.2 STATEMENT OF THE PROBLEM
Presently,
junior secondary school students interest and academic achievement in geography
education is declining. Lemchi (2001) noted that some students are losing
interest in the subject.problems and prospects
Attitudes associated with geography education
appear to affect students performance in the subject. Also, many geography
education teachers teach geography education without instructional materials
and facilities (Mberengwa 2004). The quality of teachers, and class room
facilities are grossly inadequate and obsolete. Owolabi et al. (1991) also
indicated that a serious disconnection exists between geography education
training in secondary schools and the needs of the labour market, as students
that do not proceed to higher education have been found to be incompetent in
the field of work. Where students consistently perform poorly, the implication
is that adequate teaching and learning has not taken place in schools.
Therefore, the problem of this study is to examine the problems of teaching and
learning of geography education in secondary schools in Anambra State.problems
and prospects
1.3 OBJECTIVES OF THE STUDY
The main
purpose of this study is to examine the problems of teaching and learning of
geography education in Junior Secondary Schools in Anambra State, Nigeria.
Specifically, this study sought to:
Find out the extent to which students
attitudes constitute problems to the teaching and learning of geography
education.problems and prospects
Assess the
extent to which teacher quality and quantity constitute problems to the
teaching and learning of geography education.problems and prospects
Find out the
extent to which instructional materials constitute problems to the teaching and
learning of geography education.problems and prospects
Determine
the extent to which curriculum issues pose problems to the teaching/learning of
geography education.problems and prospects
1.4 RESEARCH QUESTIONS
The following
research questions were formulated to guide the study:
To what extent do attitudes of Anambra State
Junior Secondary Schools Students constitute problems to the teaching of
geography education?
To what
extent to teacher quality and quantity cause problems to the teaching of
geography education?
To what
extent do instructional materials pose problems to the teaching and learning of
geography education?
To what
extent do curriculum issues pose problems to the teaching and learning of
geography education?
1.5 SIGNIFICANCE OF THE STUDY
The study
gives various insights into the challenges of teaching geography education in
junior secondary schools in Nigeria. These highlighted challenges will enable
stakeholders in the education sector to take adequate measures in tackling
these challenges, and make learning of geography education a lot easier for
both teachers and students in junior secondary school levels.problems and
prospects
1.6 SCOPE OF THE STUDY
This study
covers the challenges and prospects of teaching geography education at junior
secondary schools in Nigeria using Anambra state as a case study. Findings and
recommendations for the study may not reflect the true view of the challenges
of teaching geography education in Nigeria, as the researcher could not cover a
wider area in Nigeria due to time and financial constraints. problems and
prospects
1.7 LIMITATIONS OF THE STUDY
There are
some limiting factors which influence the researcher effort towards developing
this work (project). The most prevailing being time factor as other school
extra curricula activities that had to be met with teaching geography education
1.8 DEFINITION OF TERMS
geography
education is the “integrated study of the social sciences and humanities to
promote civic competence. geography education is most commonly recognized as
the name of a course or set of courses taught in primary and secondary schools
or elementary, middle, and secondary schools, but may also refer to the study
of aspects of human society at certain post-secondary and tertiary schools
around the globe. Many such courses are interdisciplinary and draw upon various
fields, including sociology but also political . teaching social studies
science, history, economics, religious studies, geography,psychology,
anthropology, and civics. teaching geography education a challenge is a general
term referring to things that are imbued with a sense of difficulty and
victory. teaching geography education
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