EFFECT OF FIELDTRIP STRATEGY ON SENIOR SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN GEOGRAPHY IN NUMAN EDUCATIONAL ZONE, ADAMAWA STATE, NIGERIA
Abstract
This study investigated the Effect of Fieldtrip Strategy on Senior Secondary School Students’ Academic Achievement in Geography in Numan Educational Zone, Adamawa State, Nigeria. Two research questions and two hypotheses were formulated and tested in the study. The study adopted the quasi-experimental research design. A sample size of 138 Senior Secondary (SS II) students offering geography from two public senior secondary schools in Numan Educational Zone was used for the study. The groups consisted of an experimental and control groups which were taught for six weeks. The research instruments used to obtain data was the Teachers’ Qualification Assessment Checklist (TQAC), Fieldtrip Facilities Inventory (FFI) and the Geography Achievement Test (GAT). The reliability index of the instrument (GAT) was determined using Guttmann Split-half Statistic. This yielded a reliability coefficient of 0.70. The research questions were answered using frequency counts and percentages and the hypotheses was tested using Kolmogorov Smirnov two-sample test. The result showed that most geography teachers in Numan educational zone are B.Sc. holders, who do not possess the basic qualification of teaching. The study also revealed inadequate facilities for conducting fieldtrips in Numan educational zone. There was a statistically significant difference in the academic achievement of students taught geography using fieldtrip strategy and conventional method. Male students in the experimental group performed better in geography than their female counterparts. Since fieldtrip strategy improved students’ achievement in Geography, it was recommended that Government should employ qualified graduate teachers in geography education to teach the subject. Government should also provide secondary schools with adequate facilities for conducting fieldtrips. Geography teachers teaching in secondary schools should endeavor to adopt or incorporate this instruction technique while teaching for a better achievement of students in geography.
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DOI: http://dx.doi.org/10.46827/ejes.v0i0.386
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