Abstract
In the Mangu local government region of Plateau state, Nigeria, this study examined the usage of weather stations and their impact on secondary school geography students’ attitudes toward geography education. Many senior high school I students, it has been discovered, view geography as a challenging subject and avoid it as a result. Examining how the use of weather stations affects students’ attitudes toward learning geography in the Mangu local government region is one of the three goals of the research project. Only class one senior secondary school pupils in Mangu’s public senior secondary schools were included in the study. The six-week administration of the geographic models followed the first term senior secondary school one scheme of work. The study looked into whether using weather stations could help senior high school 1 teachers and students better teach and learn geography. The non-randomized, non-equivalent quasi experimental research design was used for this investigation. In the zone, there are 24 public senior high schools. the area’s ten coed public senior high schools as its main focus.
Two coed senior secondary schools in the Mangu Local Government Area were chosen for the study. By presenting two experts with the performance test items for geography, the instruments’ (content and face) validity was assessed. At the government secondary school in Dakace Mangu, a pilot test was run. It demonstrated that the results of the retest were superior. The mean and standard deviation were utilized to answer research questions, and the t-test, with a 0.05 alpha level of significance, was employed to answer all hypotheses. The results showed that, while teaching utilizing spatial models, pupils’ average academic performance was greater when compared to test and re-test results. The average academic performance of men was higher than that of women. In terms of retention capacity, men performed on average better. The development of geographic models for teaching geography should be promoted, according to the study’s conclusions. Given that they can be developed locally, the ministries of education and other interested parties should encourage geography teachers to design and create geographic models.
Chapter One Summary
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 and female towards learning Geography (SSSI) in Mangu local government area.
- Find out the effects of using weather station on retention ability towards learning Geography (SSSI) in Mangu local government area.
Chapter Two Summary
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.
Chapter Three summary
The instruments were models for the six different topics. The researcher used local materials and constructs these models as teaching materials and also adopted the standard of the original ones of the following topics: The earth and other planets, Globe, Latitudes and Longitudes, Weather, Climate, and Population of Nigeria. The demonstration methods were used in the teaching and learning processes.
Chapter Four Summary
The objective of this study was to find out the effects of using weather station on the academic performance of senior secondary school (SSSI) geography students. However, the study finds out differences of using two weather station of the two selected schools in Mangu Local Government Area. The study was also interested in finding out whether academic performance enhance, if geographical models were used in teaching geographical concepts. This study also found out whether the geography performance test (GPT) towards learning Geography was influenced by the geographical models in the weather station during teaching and learning process.
Chapter Five summary
The followings are the recommendations of the study
- The geography 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 appropriate teaching techniques in the instructional process; especially demonstration method and weather station.
- Geography teachers should have the instinct of diverse methods in teaching and learning situation
References
- Abimbade, A. (2004) Principles and practice of educational technology, Ibadan: international publishers limited.
- Abimbola, A. (2013). Principles and practice of Educational Technology Ibadan, Nigeria: International publisher.
- Abodelraheem, A. Y. Al-Rabani, A. H. and Abuhizah, B. H. (2005). Utilization and benefits of instructionalMedia in teaching social studies courses. Malaysian Online Journal of Instruction Technology, 2(1), 1-4.
- Abolade A.O and C.O Olumorin (2004) Learning and instructional media in tertiary institutions, teaching in tertiary institutions, Ogunsakin, E.A. (Ed) University of Ilorin, Ilorin Nigeria.
- Abegunde, M. A. A. (2014) ”The promotion of career opportunities through the senior secondary school Geography.” Paper presented at the NGTA workshop. Bendel state university, Abraka campus (february); pp. 5-14
- Ajewole, K. (2014). Improvisation of educational media Lagos: wordpress
- .com/2013/06/25/improvision-of-educational-media 29/6/13
- Ajiboye, J.O. and Adeosun O. V. (2002).Self-learning programme, the modified lecture method and students‟Cognitive and affective outcomes in population education. Unpublished Ph.D. Thesis, University of Ibadan.
- Akande, M. A.Adetunberu, J.O. Ajaebu, H.I. (2010) ”Withdrawal from the Geography class: A case study of the ‘Pull’ and ‘Push’ factors.” Nigerian geographical association journal. Vol. 26 Nos. 1 & 2; pp. 105-118.
- Akande, M.A. (1982) ”Spatial Dynamics and the Dynamics of Geography” in Abegunde, M. A. (Ed.).Perspectives on Senior Secondary School Geography. Lagos: The High School GeographyCommittee. Nigerian Geographical Association. Pp. 1-20.
- Aigbomian, D.O. and Okwonko O. J. (1996) Student‟s perception of technical words in the learning physics. Studies in education 2 (1): 86-92
