Effects of Lecture Enrichment and Excursion Methods on Academic Achievement in Landform Processes among Geography Students at the Secondary School Level in Minna, Nigeria

Abdullahi Dokochi MOHAMMED, Mannir ABUBAKAR

Abstract


The study explored the impact of the Lecture-Enriched with Excursion Method on academic performance in comprehending landform processes among secondary school students in Minna Metropolis, Niger State, Nigeria. The research had two main objectives, each with its own research questions and null hypotheses. Using a Quasi-experimental design, the study involved experimental and control groups, employing pre-tests, post-tests, and post-posttests. The entire population of fifteen public senior secondary schools offering Geography in Minna Metropolis was considered, with 5845 students enrolled during the 2015/2016 academic session. A stratified random sampling technique selected 100 students from two co-education schools. The research team developed a reliable tool called the Landform Processes Performance Test (LPPT) with a reliability coefficient of 0.7. Descriptive statistics (means and standard deviations) addressed research questions, while inferential statistics (t-tests at a significance level of 0.05) tested null hypotheses. Results indicated a significant difference in academic performance between students taught landform processes through Lecture-Enriched with Excursion Method and those taught through Lecture Method. Gender-based academic performance showed no significant difference when exposed to the Lecture-Enriched with Excursion Method at the senior secondary school level. The study recommended collaboration among institutions like State Universal Basic Education Commission (SUBEC), State Ministry of Education, and Science Teacher’s Association of Nigeria (STAN) to promote the Lecture-Enriched with Excursion Method for teaching Geography in secondary schools. The conclusion summarized findings and suggested directions for future research.


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