Project – The investigation on poor performance of students in geography in Jos

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Geography is an essential academic discipline that fosters a deeper understanding of the Earth’s physical and human environments and the dynamic interactions between them. It plays a key role in equipping learners with the ability to analyze spatial patterns, interpret environmental data, and make informed decisions regarding land use, development, and sustainability (Adedayo, 2005). Geography also contributes significantly to nation-building by cultivating awareness of global issues, environmental stewardship, and civic responsibility. Through its integrative approach, the subject connects natural sciences with social sciences, making it critical for solving contemporary challenges such as climate change, urban planning, and resource management (Okpala, 2011).

In the Nigerian educational context, Geography is taught as a core subject at the senior secondary and tertiary levels, including colleges of education. It is designed to prepare students for further studies and careers in areas such as cartography, environmental science, town planning, and meteorology (Agunwamba, 2010). However, despite its academic and practical relevance, students’ performance in Geography has been consistently poor across various institutions. National examination bodies like WAEC and NECO have reported low pass rates in the subject, attributing this trend to a range of pedagogical and systemic factors (WAEC Chief Examiners’ Report, 2021).

One of the key challenges affecting students’ performance in Geography is their attitude towards the subject. Many students perceive Geography as abstract, difficult, and theoretical, especially when instruction lacks practical engagement through fieldwork, map reading, and GIS applications (Ajibade & Adebayo, 2012). This poor attitude often results in low motivation, passive participation, and eventual academic failure. Additionally, many Geography classes in Nigeria are plagued by overcrowding, inadequate resources, and insufficiently trained teachers, which further undermine effective instruction (Akinbode, 2014).

HOMCEZ, established in 2022, is among the newly created teacher-training institutions in Nigeria. While the college holds the potential to produce competent Geography educators, early reports from the department suggest a troubling trend of low student achievement. As a young institution, HOMCEZ faces numerous teething problems such as limited infrastructure, scarcity of instructional materials like atlases, maps, and audio-visual aids, and reliance on conventional lecture methods. These factors are compounded by the inexperience of some teaching staff and the general unfamiliarity of students with the academic demands of the discipline (Personal Communication, Department of Geography, HOMCEZ, 2024).

Given the foundational nature of HOMCEZ, it is imperative to investigate these performance challenges before they become entrenched. Identifying the root causes of poor performance in Geography is essential for building a solid academic culture within the institution. If not addressed promptly, these challenges may hinder the growth of the Geography department, limit the employability of its graduates, and affect the college’s overall credibility. Furthermore, the ability of the institution to fulfill its mandate of producing qualified teachers for Nigerian secondary schools may be compromised (NCCE, 2020).

In this light, the present study seeks to explore the various factors responsible for students’ poor performance in Geography at HOMCEZ. These include student-related variables such as attitude and motivation, teacher-related factors such as pedagogical competence and instructional strategies, and institutional factors like resource availability and administrative support. Understanding these elements holistically will provide the basis for practical recommendations that can improve student outcomes, enrich Geography instruction, and enhance the overall quality of education within the institution (Ogunyemi, 2013).

1.2 Statement of the Problem

The consistent low performance of students in Geography HOMCEZ has become a growing concern among educators and administrators. As a newly established institution that began operations in 2022, HOMCEZ is still in its developmental phase and, as such, faces several challenges that are common in emerging tertiary institutions. These challenges include inadequate infrastructure, inexperienced academic staff, limited access to quality teaching resources, and insufficient institutional support for innovative teaching practices. These conditions can significantly impair students’ learning experiences and academic outcomes in critical subjects like Geography, which require both theoretical knowledge and practical application.

One major issue contributing to the poor performance is the observed low interest and motivation among students toward studying Geography. Many students perceive the subject as abstract or difficult, especially when it is taught without the support of instructional aids such as maps, globes, charts, and GIS tools. When Geography is delivered solely through didactic lectures without fieldwork or interactive learning, it becomes less engaging and more difficult to grasp. This lack of engagement can diminish students’ enthusiasm for the subject and lead to poor performance in examinations and assignments. The absence of career guidance and real-world applications further contributes to students undervaluing the relevance of Geography to their future aspirations.

Another key factor affecting student performance is the lack of adequate and relevant instructional materials. Geography, by its nature, requires specialized teaching tools—topographic maps, satellite imagery, compasses, atlases, and weather instruments—that are often expensive and scarce, especially in newly established colleges. At HOMCEZ, the Geography department may be constrained by limited budget allocations, making it difficult to acquire up-to-date teaching resources. Without access to these tools, both teachers and students are disadvantaged, and the subject is reduced to theoretical memorization rather than experiential learning, which undermines comprehension and academic performance.

The teaching methodologies employed by lecturers also play a critical role in shaping student outcomes. Traditional teacher-centered approaches, where students passively receive information, are still prevalent in many Nigerian colleges, including HOMCEZ. These methods do not cater to diverse learning styles and often fail to foster critical thinking or problem-solving skills among students. More effective strategies—such as collaborative learning, field investigations, inquiry-based instruction, and the use of multimedia technology—are not widely implemented due to lack of training or resource limitations. This misalignment between teaching methods and the needs of modern learners can further compound academic struggles in subjects like Geography.

Therefore, this study is designed to explore and address the root causes of poor performance in Geography at HOMCEZ. It aims to examine students’ attitudes toward the subject, evaluate the availability and adequacy of learning materials, and assess the teaching strategies used by lecturers. By identifying the most pressing issues affecting Geography education in the institution, the study seeks to recommend practical and evidence-based solutions that can enhance student engagement, improve academic performance, and ultimately strengthen the capacity of the Geography department to produce competent and knowledgeable graduates.

1.3 Aims and Objectives of the Study

The main aim of this study is to investigate the factors responsible for poor performance in Geography among students of HOMCEZ. The specific objectives are to:

1. Examine the attitude of students toward Geography as a course in HOMCEZ.
2. Ascertain the availability of learning materials for students of Geography in HOMCEZ.
3. Identify the various teaching methods used by lecturers of Geography in HOMCEZ.
4. Proffer possible solutions for improving students’ performance in Geography in HOMCEZ.

1.4 Research Questions

To guide the investigation, the following research questions will be addressed:

1. What is the attitude of students toward Geography as a course in HOMCEZ?
2. What are the instructional learning materials available for Geography students in HOMCEZ?
3. What are the teaching methods used by lecturers of Geography in HOMCEZ?
4. What are the possible solutions to the students’ poor performance in Geography in HOMCEZ?

1.5. Research Hypothesis

The hypothetical statement of the study is buttressed below:

Ho: Availability of learning materials will not affect students performance in Geography

H1: Availability of learning materials will affect students performance in Geography

1.6 Significance of the Study

This study is of great importance to various stakeholders in the academic community, particularly at HOMCEZ. One of the primary beneficiaries of the research findings will be the Geography lecturers. The study will provide them with practical insights into students’ attitudes, challenges in comprehension, and the effectiveness of their current teaching methods. With this knowledge, lecturers can adapt more learner-centered strategies—such as project-based learning, field excursions, or the use of visual aids—that promote deeper understanding and better academic performance among students.

Secondly, the research findings will be valuable to the college administration, especially in areas concerning resource allocation and infrastructure development. By evaluating the availability and effectiveness of instructional materials such as maps, atlases, globes, and digital tools, the study will provide concrete data that administrators can use to improve educational facilities. The results may also justify the need for increased funding and investment in Geography education, which is particularly crucial for a newly established institution like HOMCEZ.

Thirdly, the study aims to benefit the students themselves by helping them reflect on the role their attitudes and behaviors play in academic performance. Many students may not be fully aware of how their commitment, interest, class participation, and study habits directly influence their success in subjects like Geography. By highlighting these connections, the research will encourage greater responsibility and motivation among learners, leading to more active engagement in the learning process.

Furthermore, the research will be useful to educational planners and curriculum developers, especially in similar emerging institutions. By analyzing teaching practices and learning conditions at HOMCEZ, the study can inform the design of more effective Geography programs that consider local challenges and student needs. It may also contribute to curriculum reviews by emphasizing the importance of practical instruction and modern pedagogical techniques in the teaching of Geography at colleges of education.

In addition, the findings of this research will aid policy makers and regulatory bodies such as the National Commission for Colleges of Education (NCCE) in developing and updating standards that promote excellence in Geography education. Evidence from this study can support the formulation of policies that prioritize training for Geography lecturers, provision of modern teaching aids, and mandatory student-centered approaches across teacher training institutions in Nigeria.

Finally, the study will serve as a reference point for future researchers who are interested in investigating the challenges and prospects of Geography education in Nigeria. As a documented academic inquiry into performance issues in a new institution, it adds to the growing body of literature in the field of educational research. It opens up opportunities for comparative studies between established and emerging institutions, and provides a foundation upon which future improvements in teaching, learning, and educational policy can be based.

1.7 Scope of the Study

This study is confined to HOMCEZ in Jos, Plateau State. It focuses on the performance of Geography students and involves an assessment of teaching methods, student attitudes, instructional materials, and institutional support. The study targets both lecturers and students of the Geography department and does not extend to other departments or colleges outside HOMCEZ.

1.8 Definition of Terms

• Geography: A field of study that examines the Earth’s landscapes, environments, and the relationships between people and their environments.
• Poor Performance: Below-average academic results or failure to meet expected standards in coursework and examinations.
• Instructional Materials: Educational resources such as textbooks, maps, charts, globes, and digital tools used to support learning.
• Teaching Methods: The strategies or techniques adopted by teachers or lecturers to deliver content and facilitate learning.
• Student Attitude: The disposition or mindset of students towards studying a subject, often influencing their motivation and effort.

Project – The investigation on poor performance of students in geography in Jos