Project – The effect of excursion in the teaching of geography in selected secondary schools.

CHAPTER ONE

INTRODUCTION

• Background to the Study

The role of excursions, or field trips, in the teaching of geography has received considerable attention in educational research, with a consensus emerging on their value in enhancing student engagement and learning. Geography, by its nature, is a spatial and environmental discipline that benefits significantly from real-world observation. According to Kent and Foskett (2000), excursions provide students with direct experiences of geographic phenomena, allowing them to contextualize classroom theories and concepts. These experiential learning opportunities enable learners to connect abstract content with tangible realities, improving their spatial thinking and problem-solving skills.

Multiple studies have supported the idea that geography excursions positively influence academic performance. Nwagbo and Okoli (2015) found that secondary school students exposed to geography fieldwork scored significantly higher in post-test evaluations compared to those taught solely with traditional methods. The study suggests that the immersive nature of excursions fosters critical thinking and helps students retain knowledge longer. Similarly, Adedayo (2011) emphasized that such outdoor learning experiences deepen students’ understanding of environmental processes, human-land relationships, and resource management, which are central to geography curricula.

In addition to academic improvement, excursions have been shown to stimulate students’ interest in geography. When students visit places such as rivers, mountains, urban centers, or industrial areas, they develop a sense of curiosity and motivation that is often lacking in textbook-based learning (Adeyemi, 2009). This increase in motivation is vital, as it often leads to more active classroom participation and better overall learning outcomes. Adeyinka (2017) noted that students who took part in geographical excursions demonstrated more enthusiasm for learning and were more likely to pursue geography at higher levels of education.

Despite their benefits, several barriers hinder the frequent use of excursions in secondary schools. These include financial constraints, administrative bottlenecks, safety concerns, and lack of teacher training in fieldwork organization (Ogunyemi, 2012). These challenges can limit the ability of schools, especially in underfunded or rural areas, to provide students with consistent field experiences. Nonetheless, some researchers argue that even simple, low-cost excursions within the local community can be effective if well-planned and aligned with curricular goals (Iroegbu, 2014).

Teacher preparedness and attitude also play a critical role in the effectiveness of geography excursions. As Eze and Ezeudu (2016) explain, teachers who understand the pedagogical value of field trips are more likely to invest time and effort into planning and executing them. Professional development programs that train educators in field excursion methods have been found to increase the frequency and quality of such experiences. Moreover, schools that promote collaborative planning among teachers, students, and administrators tend to report more successful excursion outcomes.

In conclusion, literature strongly supports the inclusion of excursions as a vital component of geography teaching. They not only enhance cognitive understanding and academic performance but also improve student motivation and interest in the subject. While certain challenges exist, particularly in terms of funding and logistics, their impact can be mitigated through effective planning and teacher training. Consequently, educators and policymakers should consider structured and well-supported excursion programs as a key strategy in enriching geography education in secondary schools.

1.2. Statement of the Problem

Geography, as a subject, is fundamentally concerned with the study of the Earth’s surface, including the spatial relationships between people, places, and environments. To effectively teach these concepts, practical exposure through field trips or excursions is essential. However, in many secondary schools, particularly in developing regions, the teaching of geography remains largely theoretical. Students are often limited to textbook-based instruction, which makes it difficult for them to fully grasp geographical concepts, particularly those related to physical landscapes, environmental processes, and human-environment interactions.

Despite the well-documented benefits of excursions in enhancing students’ understanding and retention of geographic knowledge, the practice is not widely implemented in many schools. Several factors, including lack of funding, poor infrastructure, and insufficient teacher training, contribute to the limited use of fieldwork in the teaching of geography. As a result, students miss out on the opportunity to relate their classroom learning to real-world experiences, which undermines the effectiveness of geography education and potentially reduces student interest in the subject.

Another concern is the disconnect between curriculum guidelines and actual classroom practices. Many national geography curricula recommend the inclusion of excursions and field-based activities, yet implementation remains inconsistent or entirely absent in some schools. This discrepancy raises important questions about the extent to which geography teachers are able—or willing—to integrate excursions into their teaching. It also highlights the need to investigate the challenges teachers face in planning and conducting field trips, and how these challenges affect teaching outcomes.

Furthermore, there is limited empirical data on how excursions impact students’ academic performance and engagement in geography, particularly in the context of specific secondary schools. Most of the available studies are either generalized or focus on other science-related subjects. This creates a gap in the literature, making it necessary to explore the practical effects of excursions specifically within geography education. Without such studies, stakeholders in the education sector may overlook the importance of supporting and investing in this instructional strategy.

It is also important to consider the role of student motivation and interest in the subject. Geography is often perceived as abstract or less engaging when taught without real-life context. Excursions have the potential to make the subject more lively and relevant to students’ everyday lives. Therefore, it is crucial to assess whether schools that implement excursions as part of their teaching strategy see improvements not only in academic performance but also in student enthusiasm and participation.

Given the above issues, this study seeks to examine the effect of excursions in the teaching of geography in selected secondary schools. Specifically, it aims to identify the extent to which excursions are used, their impact on students’ learning and interest, and the challenges teachers encounter in organizing such trips. The findings of this study will provide insight into how geography education can be improved through experiential learning and inform policy decisions on resource allocation and teacher training.

1.3. Aim and Objectives of the Study

The aim of the study is to examine the effect of excursion in the teaching of geography in selected secondary schools. The specific objectives of the study:

1. To assess the impact of excursions on students’ understanding and retention of geographical concepts.
2. To evaluate the effectiveness of excursions in enhancing students’ interest and engagement in geography lessons.
3. To investigate the correlation between participation in excursions and academic performance in geography.
4. To identify the challenges of incorporating excursions into the geography curriculum.

 

1.4. Research Questions

The research questions are buttressed below:

1. How does participation in excursions impact students’ understanding and retention of geographical concepts?
2. In what ways do excursions enhance students’ interest and engagement in geography lessons?
3. Is there a correlation between students’ participation in excursions and their academic performance in geography?
4. What are the challenges of integrating excursions into the geography curriculum?

1.5. Research Hypothesis

The hypothetical statement of the study is buttressed below:

Ho: Excursion is not effective in enhancing students’ interest and engagement in Geography lessons.

H1: Excursion is effective in enhancing students’ interest and engagement in Geography lessons.

1.6. Significance of the Study

This study is significant as it explores the impact of excursions on the teaching and learning of Geography in secondary schools within Ibesikpo Asutan Local Government Area. Geography, being a subject deeply rooted in the physical environment and human interaction with it, benefits immensely from practical experiences. By investigating how field trips influence students’ understanding and interest in the subject, the study sheds light on the importance of experiential learning and its role in enhancing academic outcomes.

For educators and school administrators, this research offers valuable insights into the effectiveness of excursions as a teaching strategy. It provides evidence-based guidance on how incorporating real-world experiences into the curriculum can deepen students’ comprehension of geographical concepts. This understanding can be instrumental in developing more engaging and impactful teaching methods that move beyond the traditional classroom setting.

Students are also central beneficiaries of this study. The findings can lead to better instructional strategies that cater to different learning styles, particularly for those who benefit more from visual and experiential learning. By highlighting the positive effects of excursions, the study promotes the creation of a more dynamic and inclusive learning environment where students are more motivated and involved in the learning process.

The study is also significant for curriculum developers and education policy makers. It provides empirical data that can influence policies regarding the integration of fieldwork and outdoor learning activities into the secondary school curriculum. If excursions are found to enhance students’ academic performance and interest in Geography, there will be a stronger case for allocating resources and support for such educational activities at a systemic level.

For the local community and stakeholders in Ibesikpo Asutan, this study emphasizes the role of the immediate environment as a living laboratory. It encourages schools to take advantage of local geographical features and landmarks as tools for learning. This not only enriches students’ knowledge of their own surroundings but also fosters a sense of connection and responsibility towards their environment.

Finally, the research contributes to the broader body of academic literature on educational methods and their effectiveness. It serves as a reference point for future studies and can inspire further research in other subjects or regions. By focusing on a specific local government area, the study adds a unique, context-specific perspective that can inform both local and national discussions on improving the quality of education through innovative teaching strategies.

1.7. Scope of the Study

The study examines the effect of excursion in the teaching of geography in selected secondary schools. A case study of Ibesikpo Asutan Local Government Area, Akwa Ibom

 

1.8. Operational Definition of Terms

Effect: An effect is the result or outcome produced by a particular action, event, or situation. In educational research, it refers to the impact one variable (like an excursion) has on another (like students’ learning or performance).

Excursion: An excursion is an organized trip or outing, usually for educational or recreational purposes, that takes students outside the classroom to explore and observe real-life settings related to what they are learning.

Teaching: Teaching is the process of imparting knowledge, skills, values, and attitudes to learners. It involves a variety of methods and strategies used by educators to facilitate learning and ensure that students understand the subject matter.

Geography: Geography is the study of the Earth’s physical features, environments, and how humans interact with them. It covers topics such as landforms, climate, population, natural resources, and spatial relationships between places.

Secondary Schools: Secondary schools are educational institutions that serve students typically between the ages of 11 and 18, following primary education. They provide general or specialized education and prepare students for higher education or vocational training.

 

Project – The effect of excursion in the teaching of geography in selected secondary schools.