ABSTRACT
The need to check the Problems and Prospects of teaching Geography as necessitate this research work. This Study was carried out at five selected schools at Shomolu Local Government Area of Lagos State. The total Population comprises of 80 which is categories into two for which the students population as 65 and Teachers population is 15 and a sample is used for the analysis (25 fro each schools). The Instrument used for the collection of the data now questionnaire which made up of 9 question items for the teachers and 11 question items for the students which were analyze using simple percentage. It was found among others that Prospects of Teaching Geography, it is recommended that more equipments should be brought to and the students learning, especially in the study of typewriting as this is a branch of Geography which emphasizes the practice of typing. That the provision and choice of textbooks could be a headache to the teacher and the students because of the difficulty in finding textbooks which suit the local and particular needs of both teachers and the students in the classroom.
Government should provide Guidance and counselor to ensure that the teaching of Geography is utilized.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Geography education was introduced in the Nigerian School Curriculum as part of the instrument for achieving national development (National Policy on Education (NPE) 1981). This was what informed its designation as part of the core curriculum at different levels of education in Nigeria. problems and prospects geography education curriculum development agencies such as the Nigerian Educational Research and Development Council (NERDC) and experts further identified and disseminated the curriculum goals or purposes of the subject in the school curriculum. These include citizenship education, reflective inquiry and geography education, (Barth-shermis, 1920; Barth-Norris, 1976; Dubey and Barth, 1980; Olawepo, 1984) among others.
These broadly stated goals must be clare to, and recognized as important as well as attainable by teachers and other participants connected with the Curriculum if the intentions or purposes must be realized and the investment of effort is to be considered worthwhile (Feather, 1982; Meece, Blumenfeld, & Hoyle, 1988). These intentions or purposes are prima facie stated with clarity, but their perception or conceptualization by teachers and scholars is still in doubt as Onyabe (1980) observed that the philosophy, content and methodology of geography education has remained vague to both scholars and teachers. The incidence of conflicting conceptions of geography education curriculum is a cause for concern for three major reasons. First, the anchor or strategic position of purposes or intentions in the curriculum development process (Pratt, 1994) as illustrated in Tyler (1949) (Linear) and Wheeler (1980) (cyclic) curriculum models, among others.problems and prospects.
Secondly, curriculum goals or purposes, are indispensable elements in instructions as far as effective implementation of an already developed curriculum is concerned. Thirdly, the correct conception, investment of efforts and ultimate realization of the purposes of the curriculum will facilitate the realization of the overall aims of the Nigerian educational enterprise. problems and prospects
1.2 STATEMENT OF THE PROBLEM
Presently, junior secondary school students interest and academic achievement in geography education is declining. Lemchi (2001) noted that some students are losing interest in the subject. Attitudes associated with geography education appear to affect students performance in the subject. Also, many geography education teachers teach geography education without instructional materials and facilities (Mberengwa 2004). The quality of teachers, and class room facilities are grossly inadequate and obsolete. Owolabi et al. (1991) also indicated that a serious disconnection exists between geography education training in secondary schools and the needs of the labour market, as students that do not proceed to higher education have been found to be incompetent in the field of work. Where students consistently perform poorly, the implication is that adequate teaching and learning has not taken place in schools. Therefore, the problem of this study is to examine the problems of teaching and learning of geography education in secondary schools in Enugu State.
1.3 RESEARCH QUESTIONS
1. What resources are available for teaching and learning of Geography subject in secondary schools?
2. What are the challenges of teaching Geography in secondary schools?
3. What is the state or condition of the available resources to teach and learn Geography subject in secondary school?
4. Will there be any difference in the performance of secondary school students in Geography subject due to the availability and effective use of instructional resources for teaching and learning?
1.6 SIGNIFICANCE OF THE STUDY
The study gives various insights into the challenges of teaching geography education in junior secondary schools in Nigeria. These highlighted challenges will enable stakeholders in the education sector to take adequate measures in tackling these challenges, and make learning of geography education a lot easier for both teachers and students in junior secondary school levels. problems and prospects.
1.7 SCOPE OF THE STUDY
This study covers the challenges and prospects of teaching geography education at junior secondary schools in Nigeria using Enugu state as a case study. Findings and recommendations for the study may not reflect the true view of the challenges of teaching geography education in Nigeria, as the researcher could not cover a wider area in Nigeria due to time and financial constraints, problems and prospects.
1.8 LIMITATIONS OF THE STUDY
There are some limiting factors which influence the researcher effort towards developing this work (project). The most prevailing being time factor as other school extra curricula activities that had to be met with teaching geography education.
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