Impact of Fieldtrip and Guided-Discovery Strategies on Secondary School Geography Students’ attitude and Performance in Landform Concepts, Dutsin-Ma, Katsina Nigeria

Mannir ABUBAKAR, Abdullahi Dokochi MOHAMMED

Abstract


This research aimed to investigate the impact of field trips and guided discovery on the attitudes and academic performance of secondary school students in understanding landform concepts in the Dutsin-ma Zone of Katsina State. The study utilized a quasi-experimental approach with a pre-test and post-test design, involving 202 students out of a total population of 3557. Two assessment tools, the Landform Concept Achievement Test (LCAT) and the Landform Concept Attitude Questionnaire (LCAQ), were developed and administered, with reliability coefficients of 0.75 and 0.78, respectively. The participants were divided into three groups: Experimental Group 1 (field trips), Experimental Group 2 (guided discovery), and the Control Group (lecture method). Descriptive statistics (mean and standard deviation) were used to analyze the data, and two null hypotheses were tested using ANOVA at a significance level of P ≤ 0.05. The key findings of the study indicated significant differences in both academic performance and attitudes among the groups. Students exposed to field trips outperformed those taught through lectures, and similar results were observed for guided discovery compared to lecture-based instruction. Gender differences were also notable, with female students achieving higher mean scores and exhibiting more positive attitudes. Based on these findings, the researcher recommends that geography educators consider integrating field trips and guided discovery strategies into their teaching methodologies at the secondary school level. Additionally, it is suggested that education stakeholders organize training, workshops, and seminars for teachers to enhance their proficiency in utilizing these teaching methods effectively. This concerted effort is expected to enhance students' attitudes and performance in comprehending complex concepts, creating a more engaging and effective learning environment.


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