Impact of Lecture-Enriched with Excursion Method on Academic Performance and Interest in Landform Processes among Secondary School Geography Students, Minna, Nigeria

Abdullahi Dokochi Mohammed

Abstract


This study examined the Impact of Lecture-Enriched with Excursion Method on Interest and Academic Performance in Landform processes among Secondary School Students in Minna Metropolis, Niger State. The study comprised of three objectives with their corresponding research questions and null hypotheses. The research design used was Quasi-experimental design. Also, the study involved the use of experimental as well as control groups with emphasis on pre-test, post-test and post-posttest. The population of this study covered all the fifteen (15) public senior secondary schools (SSII) those offering Geography with total enrolment of five thousand, eight hundred and forty-five (5845) as at 2015/2016 academic session out of which 100 students were sampled out from the two co-education schools selected  using stratified random sampling technique. Two validated instruments were developed by the researcher namely; Landform Processes Performance Test (LPPT) and Landform Inventory Interest Questionnaire (LIIQ) with reliability coefficients of 0.7 and 0.8 respectively. Research questions raised were answered using descriptive statistics of means and standard deviations while null hypotheses formulated were tested with inferential statistics using t-test and U-test at 0.05 level of significance. The finding showed that, there was significant difference between the mean academic performance scores of students taught landform processes using Lecture-Enriched with Excursion Method and those taught using Lecture Method. Also, the finding indicated that, there was significant difference between the interest ability of students taught landform processes using Lecture-Enriched with Excursion Method and those taught using Lecture Method at senior secondary schools of the study area. Similarly, the finding calibrated that, there was no significant difference between the mean academic performance scores of male and female students taught landform processes using Lecture-Enriched with Excursion Method only at senior secondary schools of the study area. The study recommended the need of State Ministry of Education and Science Teacher’s Association of Nigeria (STAN) to encourage teachers on the use of Lecture-Enriched with Excursion Method in teaching Geography at secondary schools level. Conclusion was also drawn and suggestions for further study were also given.


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