An Empirical Survey of Technology Application in Teaching Geography in Nigerian Secondary Schools

Sofowora, OA; Egbedokun, Adeola Oyebisi

doi:10.4314/ejesm.v3i1.54400

Cited by 5 publications

(11 citation statements)

References 1 publication

(2 reference statements)

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“…They prefer, according to the students, other non-vague, non-abstract, non-complex, and simple subjects than geography. This has further proven the assertion of Sofowora and Egbedokun (2010) that geography was taught in an archaic way that makes the subject despite its relationship with physical features that requires the application of visual teaching and learning materials. As such, students are discouraged to learning the subject affectively.…”

Section: Introductionmentioning

confidence: 73%

“…Some of the reasons put forward are the nature of the subject and the way it is being taught (Adeyanju, 1997). Sofowora and Egbedokun (2010) confirmed that geography is taught in a way that discourages open questions, inquiry and actual participation. The effect of this is that the mind and imagination of the students are closed.…”

Section: Introductionmentioning

confidence: 80%

“…Printed media: such as textbooks, magazines, periodical reports, paper cuttings can be utilized by both teachers and learners in the teaching of geography. In a latest development, according to Sofowora and Egbedokun (2010), "the Computer Assisted Instruction (CAI) has been found to be very effective in expressing geographical data, Cartography, remote sensing, simulation of geographical system, population forecasting and other geographical information systems. Today, automated and digital maps have replaced the traditional maps.…”

Section: Types Of Visual Materials For Teaching Geographymentioning

confidence: 99%

“…Learning can be reinforced with different teaching and learning resources because they stimulate, motivate as well as focus the learners' attention for a while duri ng the instructional process. Teaching and learning are facilitated in school (Sofowora and Egbedokun 2010).…”

Section: Introductionmentioning

confidence: 99%

“…Arundele (1965) also cited by Sofowora and Egbedokun (2010) explained that children learn in two ways orally and visually. Many students, however, learn more rapidly when oral teaching is linked with something they can see, touch or handle.…”

Section: Introductionmentioning

confidence: 99%

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Availability and Use of Visual Teaching and Learning Materials in Teaching Geography at Nassarawa Education Zonal Office

ABUBAKAR¹,

Bello

HUSSAİN³

et al. 2023

The Universal Academic Research Journal

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The present study aimed at finding out if there are adequate visual teaching and learning mat eria ls for teaching Geography in Nasarawa Local Government Area of Kano State, and if these m a teria ls were been effectively and judiciously utilized by the teachers in teaching geography. The population of the study covers five secondary schools from five wards in Nasarawa L.G.A where a sample of 2 5 geography teachers both male and female was drawn. A questionnaire was used for the data collection while the data collected were analysed using the frequency and percentage distribution Table . The gathered data shown that visual materials were inadequate for the effective t ea ching of geography in Nasarawa L.G.A and the few available visual materials have not been effecti vely a nd judiciously utilized in teaching geography. The study has made certain recommendations that important visual materials like barometer, thermometer, rain gauge, wind vane, computers, projectors, and geography laboratory should be provided for the effective teaching and lea rning of geography, and the government should ensure that seminars and workshops are organized regularly for geography teachers to update and sensitize them of the importance of using visual materials and motivate them towards discharging their duties effectively.

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Section: Introductionmentioning

confidence: 73%

Section: Introductionmentioning

confidence: 80%

Section: Types Of Visual Materials For Teaching Geographymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Availability and Use of Visual Teaching and Learning Materials in Teaching Geography at Nassarawa Education Zonal Office

ABUBAKAR¹,

Bello

HUSSAİN³

et al. 2023

The Universal Academic Research Journal

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Perception of Secondary Schools Student about Effectiveness of Modern Teaching Learning Aids

Hiwarkar¹,

Katkar

2015

IBMRD's Journal of Management &Amp; Research

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In the last 2 or 3 decades many English medium schools ware started in India and Maharashtra in particular. Many educational trusts and Institutions have also opened the new opportunities of Marathi and Semi English Medium School. The networks of all these schools are slowly trying to penetrate in rural part of the country also. As a result a great competition apart from infrastructure, library and laboratory, qualified staff is also observed. In teaching methods, many schools have already started and few are on the way to make proper mix of traditional teaching methods and modern teaching aids. In the present paper effectiveness of 14 Modern Teaching Aids is investigated as a perception of secondary schools student in Amravati District. The study conclude with the observation that Black Board , Charts, Audio clips, Video Clips, Experiments, Language Lab gives good memorizing effects. Charts increases creativity. Charts, Photos and Experiments create interest in the subjects. Black board, Charts photos and Experiments improve confidence level.

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Improving Secondary School Students’ Attitude towards Geography through Physical and Virtual Laboratories in North Central Nigeria

Falode¹,

Usman²,

Chukwuemeka

et al. 2020

PEDAGOGICAL RES

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This study investigated the effects of Physical and Virtual Laboratories on the Attitude of secondary school students' attitude towards learning Geography in North Central Nigeria. The study adopted a quasi-experimental research design. The sample size of the research consisted of 768 students from 12 secondary schools in North Central zone of Nigeria. Four secondary schools from each of the three sampled states in the zone were purposively chosen and randomly assigned to research groups: experimental group I (Physical Laboratory), experimental group II (Virtual Laboratory) and control group (Lecture Method). A 20 -item research instrument titled Questionnaire on Attitude of Students towards Geography (QASG) was used for data collection in this study. Cronbach alpha's formula was employed to ascertain the reliability coefficient of QATG and it yielded 0.70. The data collected were analysed using descriptive statistics of Mean and Standard Deviation and inferential statistics of Analysis of Variance (ANOVA). The null hypotheses were tested at 0.05 level of significance. The results of the study revealed that physical and virtual laboratories enhanced secondary school students' attitude towards geography better than lecture method and it was therefore recommended that these laboratories should be embraced as teaching strategies for teaching geography concepts in secondary schools in order to improve students' attitude towards the subject.

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An Empirical Survey of Technology Application in Teaching Geography in Nigerian Secondary Schools

Abstract: The main thrust of this study was to find

Cited by 5 publications

References 1 publication

Availability and Use of Visual Teaching and Learning Materials in Teaching Geography at Nassarawa Education Zonal Office

Availability and Use of Visual Teaching and Learning Materials in Teaching Geography at Nassarawa Education Zonal Office

Perception of Secondary Schools Student about Effectiveness of Modern Teaching Learning Aids

Improving Secondary School Students’ Attitude towards Geography through Physical and Virtual Laboratories in North Central Nigeria

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