TABLE OF CONTENTS
Pages
Title Page……………………………………………………………………………… i
Approval Page……………………………………………………………………….. ii
Dedication……………………………………………………………………………. iii
Acknowledgement………………………………………………………………….. iv
Table of Contents…………………………………………………………………… v
List of Tables………………………………………………………………………… viii
Abstract……………………………………………………………………………….. ix
CHAPTER ONE: INTRODUCTION
Background of the Study……………………………………………………. ….. 1
Statement of the Problem…………………………………………………… ….. 7
Purpose of the Study………………………………………………………………. 8
Scope of the Study…………………………………………………………………. 8
Significance of the Study…………………………………………………………. 9
Research Questions………………………………………………………………… 9
Hypothesis……………………………………………………………………………. 10
CHAPTER TWO REVIEW OF LITERATURE
Conceptual Framework………………………………………………………. ….. 12
Concept, Nature and Aims of Senior Secondary
School Geography….. 12
Concept and Types of Map………………………………………………………. 16
Concepts in Topographic Maps…………………………………………………. 18
Difficult Concepts in Secondary
School Map Work……………………….. 29
Concepts and Types of Assessment …………………………………………… 30
Theoretical Framework……………………………………………………………. 32
Theory of Instruction……………………………………………………………… 32
Information Processing Theory…………………………………………………. 33
Empirical
Studies…………………………………………………………………… 35
Difficult Concepts in Map Work……………………………………………….. 35
Gender and Students’ Performance in
Map Work…………………….. ….. 36
Summary of Review of Literature …………………………………………….. 37
CHAPTER THREE: RESEARCH METHOD
Design of the Study…………………………………………………………… ….. 39
Area of the Study…………………………………………………………………… 39
Population
of the Study…………………………………………………………… 40
Sample and Sampling Technique…………………………………………. ….. 40
Instrument for Data Collection…………………………………………………. 41
Validation of the Instrument……………………………………………. 41
Reliability of Instrument…………………………………………………… 42
Method of Data Collection………………………………………………… 42
Method of Data Analysis…………………………………………………… 43
CHAPTER FOUR: RESULT
Research Question I……………………………………………………………….. 44
Research Question 2……………………………………………………………….. 45
Research Question 3……………………………………………………………….. 46
Research Question 4……………………………………………………………….. 46
Research Question 5……………………………………………………………….. 47
Research Question 6……………………………………………………………….. 48
Hypothesis……………………………………………………………………………. 49
CHAPTER FIVE: DISCUSSION OF RESULTS
Discussion of Results……………………………………………………………… 51
Conclusion……………………………………………………………………………. 54
Educational Implications of the Study………………………………………… 55
Recommendations………………………………………………………………….. 55
Limitations of the Study…………………………………………………….. ….. 56
Summary of the Study……………………………………………………………. 56
References……………………………………………………………………………. 59
Appendix I: Instrument of Data Collection…………………………………. 63
Appendix II: Estimate of Internal Consistency ……………………………. 67
Appendix III: List of Secondary
Schools in Nsukka Education Zone 68
Appendix IV: Calculation of Mean and Standard
Deviation…………….. 71
Appendix V: T-test Calculation………………………………………………… 78
LIST OF TABLE
Mean scores and standard
deviations on the difficulty of concepts
associated with map work in geography among senior secondary
school students…………………………………………………………….. 44
- Mean scores and standard deviations on the concepts
that involve
calculation in map work…………………………………………………. 45
- Mean scores and standard deviations on the concepts
associated
with
measurement in map work………………………………………. 46
- Mean scores and standard deviations on the extent
students find
the description of the characteristics of
different features on
topographic
maps difficult………………………………………………. 47
- Mean scores and standard deviations on the students’
understanding of the representations of various landform
features in
map work……………………………………………………… 48
- Mean scores and standard deviations on the extent
which students
find
description of relationships on topographic map difficult 48
- Summary of t-test on the difference in the mean
perception of
difficult
concepts in map work between SSIII male and female
geography
students……………………………………………………….. 49
ABSTRACT
The
study was aimed at determining the difficult concepts in Map work in geography
among senior secondary school students.
The sample was made up of two hundred and fifty (250) SSIII Geography
students from ten (10) secondary schools in Nsukka Educational Zone. The study used the evaluation research
design. The Map work concepts assessed were Scale, Direction and Bearing,
Gradient, Measurement of Distance, Map Enlargement and Reduction, Section
Drawing, Description of Drainage Features, Pattern of Communication, Settlement
Pattern, Land use, Physical Features, Relationships on Contour Maps and
Intervisibility. Map Work Achievement Test (MWAT) was the instrument used for
data collection. The instrument was
validated by two Senior Geography teachers and two Measurement and Evaluation
experts in University
of Nigeria, Nsukka. The reliability co-efficient of 0.77 for the
instrument was established using the split half method (Spearman-Brown Prophecy
Formula). Data collected were analyzed
using the mean, standard deviation and t-test.
It was found that among the 13 concepts in map work investigated,
students had difficulty in 5 and that there was no significant difference in
the achievement between male and female students. Among others, it was recommended that the
teaching and learning of map work should be practical-oriented to enable
students master the various concepts in map work.
CHAPTER ONE
INTRODUCTION
Background of the Study
The
contributions of Geography to sustainable national development in Nigeria cannot
be overemphasized. This is because it instills in the students a critical,
inquiring mind and the basic communication skills such as literacy and numeracy
to name but two. The National Policy of Education has it that the core subjects
consist of six groups from which every student must make a choice of one
subject (Federal Republic of Nigeria, 2004). Geography is in one of the groups
and is offered by the science inclined students. Geography studies spatial form
and spatial relations as well as the distribution of phenomena on the earth’s
surface (Ofomata, 2008).
Ezeudu (2003) describes geography as a subject which concerns itself
with the understanding of the spatial processes shaping the environment. At the
secondary school level, geography stands on a tripod. The three subdivisions
are physical geography, human and regional geography as well as map work. These
subdivisions are interrelated. Physical geography deals with the natural
environment while human and regional geography address issues which directly
relate to human activities (Amosun and Oderinde, 2004). Map work on the other
hand, deals with the representation on paper and analysis of selected
geographical information which may be physical or human and regional.
The
objectives of geography education at the secondary school level were outlined
by Nigerian Educational Research Council (1985), Mansaray (1992) and West African
Examination Council (2009) as follows;
- to understand the concepts of
differential character and spatial relationships of the features on the earth’s
surface.
- to understand the concept of
man-environment relations.
- to develop in students the ability to
appreciate the problems and peculiarities of other people.
- to develop critical thinking ability
in the students.
- to develop in the students the skills
and techniques for accurate, orderly and objective geographical investigation.
Maps aid the achievement of the
objectives of geography as it is a convenient inventory of selected information
made available for immediate visual inspection, in the form of exact locations
and spatial patterns which are manifestations of a variety of relationships
(Ofomata, 2008). Maps are representations on paper which contain both man-made
and natural features on the earth’s surface (Okereafor, 2010). Maps therefore
make it possible for the geographer to represent and analyze the distribution
and relationships of phenomena in space. To this extent, Martin and Thompson
(2008) hold that map is the most important tool of geography and may be used to
record either simple data or the results of complicated geographic study. They
further note that maps are designed to indicate by means of symbols, not only
the location but also the characteristics of geographic features of an area.
The improvement in mapping technology
especially through the use of Global Positioning System (GPS), Laser
Rangefinder and softwares like the Geographic Information System (GIS), has
made accurate map production easy and faster (Pickles, 2003). Contemporarily,
maps are used in almost every field of human endeavour. For instance, they are
used in transportation, tourism, town planning, census, military, economic
planning an son on. Thus Ehrenberg (2005) posits that the uses of a map depend on
the type of map and the information it contains. Simple maps contain few
information and little or no map reading skills are required to use it. Complex
maps according to Ovenden (2007) demand some basic map reading skills on map
interpretation as they may contain the exact location of many land form
features, actual distance, elevation, vegetation, political divisions, drainage
features, cultural features, land use patterns and so on.
Map reading is the analysis of the
representations on a map using the signs and symbols. Therefore the
understanding of the content of a map is dependent on the ability to recognize
and interpret the symbols on the map. Map reading is an aspect of the geography
curriculum in secondary education. it is taught by most secondary school in SSIII. It is
imperative to highlight that the map reading section of the O’ level geography
examinations presents one and the only compulsory question of the examinations.
The topographic map also known as a
general reference map because of the
variety of information it represents, is
the map type use for the O’ level geography examinations. English (2009) holds
that topographic maps show natural features, artificial features, cultural
features and political boundaries of a part of the earth’s surface. Topographic
maps are differentiated from other maps in that they show both the horizontal
and vertical positions of the terrain (Martin and Thompson, 2008). Using a combination
of contour lines, colours, symbols, labels and other graphical representations,
topographic maps show the shapes and locations of mountains, forests, rivers,
lakes, cities, roads, bridges, and many other man-made natural features. The
understanding of the contents of topographic maps requires the application of
certain relevant skills. The skills include measurement, calculation,
interpretation of relief representation, description of the characteristics of
features and relationships on maps.
The pursuance and realization of the
objectives of geography would provide students with the critical skills and
competences needed for national development (Amosun, 2002). Despite the
importance of the subject, Amosun and Oderinde (2004) hold that it does not
seem popular with students. Geography as a secondary school subject is
perceived as a difficult subject with wide scope (Adegoke, 1987). Mansaray and
Ajiboye (1994) have observed that 50% of the topics indicated by students as
problematic fall in the area of map reading and physical geography. The WAEC Chief Examiner’s Reports over the
years on the achievement of candidates in the O’ level Geography examinations
show that Geography students who sat for the examinations performed poorly
especially on the Map Reading section. Specifically, the WAEC Chief Examiner’s
Report (2004) has it that most candidates could neither draw an annotated cross
profile nor determine the intervisibility between given points. The report also
points out most students’ failure to establish the relationship between relief
and transportation as well as give reasons for the sparse population of the
mapped area. Yet, in 2010, the WAEC Chief Examiner’s Report reveals that most
candidates failed to identify correctly the given features on the topographic
map. The students’ poor performance in map reading perhaps, is because it makes
use of graphs, symbols and calculations as reported by Mansaray and Ajiboye
(1994) and Amosun (2002).
Achievement test results over the
years have shown an increasing gap between the performances of male and female
secondary school students in science oriented subject (Onekutu, 2002). Lie and
Sjoberg (1984) observe that invincible rules within the society have provided
what is feminine and what is masculine. Hence, science oriented subjects in
most cultures are defined as masculine (Eriba and Ande, 2006). This contrasts
the millennium declaration of September 2000, which aims at the promotion of
gender equity and the elimination of gender inequality in basic and secondary
education by 2005 and at all levels by 2015 (United Nations, 2000). In
realization of this laudable objective of Geography education, subject mastery
and achievement should be evenly distributed across gender. Though it is
believed that bridging the gender gap is one major way of enhancing human
development, research findings in this area are not conclusive. Hence, the need
to factor in the issue of gender, therefore, becomes paramount to this study.
Assessment as defined by Palomba and Banta (1999) is the systematic collection, review and use of information about educational programs undertaken for the purpose of improving learning and development. Valentia (1997) defines assessment as all activities a teacher uses to help students learn and to gauge students’ progress. Therefore, assessment refers to the different methods used by teachers to determine the extent to which the learners have mastered the intended learning outcome (s). Diagnostic assessment highlights students’ areas of strength and weakness. Bednarz and Petersen (1994) observe that assessment is a central element in the overall quality of teaching and learning in any educational process. It is an integral component of a coherent educational experience (Black, 1996). It guides and encourages effective approaches to learning. Again, assessment validly and reliably measures expected learning outcomes. Harbour-Peters (2003) suggests that the feedback function of assessment enables the teachers to assess their instructional methods regularly. Thus, assessment is central in the process of knowledge acquisition.
DETERMINING DIFFICULT CONCEPTS IN MAP WORK AMONG SENIOR SECONDARY SCHOOL STUDENTS IN NSUKKA EDUCATION ZONE
