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TABLE OF CONTENTS
Title Page – – – – – – – – – 1
Declaration – – – – – – – – – ii
Certification – – – – – – – – – iii
Dedication – – – – – – – – – iv
Acknowledgements – – – – – – – v
Table of Contents – – – – – – – – vi
Abstract – – – – – – – – – vii
CHAPTER ONE: INTRODUCTION
- Background of the Study – – – – – – 3
- Statement of the Problem – – – – – – 5
1.3 Purpose of the Study – – – – – – 6
1.4. Research Question – – – – – – – 7
1.5. Hypothesis – – – – – – – – 8
1.6. Significance of the Study – – – – – 9
1.7 Delimitation of the study – – – – – – 10
1.8 Limitation of the study – – – – – – 10
1.9 Definition of terms – – – – – – – 10
CHAPTER TWO: LITERATURE REVIEW
2.1 Theoretical Framework – – – – – – 11
2.1.1. Functional Theory – – – – – – – 11
2.1.2. Motivational Theory – – – – – – 12
2.1.3. Cognitive Learning Theory – – – – – 13
2.2 Conceptual Framework – – – – – – 15
2.2.1 The Concepts of geography in Nigeria
– Aims and Objectives – – – – – – 15
2.2.2 Concept of Enrolment in Geography – – – – – 18
2.2.3 Concept of Student General Performance Geography – 20
2.4. Empirical Review of Related Studies – – – – 37
2.4.1. School enrollment size and academic
performance of student – – – – – – 37
2.4.2. Environmental influence and student’s
performance in Geography – – – – – 38
2.4.3. Student Performance and Certification
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(T. Tillagyo Hassan1994) – – – – – 40
2.5. Summary of the Literature Review – – – – 41
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Research Design – – – – – – – 42
3.2 Research Area – – – – – – – 42
3.3 Population for the Study – – – – – – 43
3.4 Sample and Sampling Technique – – – – 43
3.5. Instrumentation – – – – – – – – 44
3.5.1 Construction of Instrument – – – – – 44
3.5.2 Validation of Instrument – – – – – – 44
3.5.3 Reliability of instrument – – – – – – 44
3.5. Instrumentation – – – – – – – – 45
3.5.1 Construction of Instrument – – – – – 45
3.5.2 Validation of Instrument – – – – – – 45
3.5.3 Reliability of instrument – – – – – – 45
CHAPTE FOUR: DATA ANALYSIS RESULT INTERPRETATION AND DISCUSSION OF FINDING
4.1 Data analysis and result interpretation – – – – 47
4.2 Discussion of Findings – – – – – – 54
CHAPTER FIVE: SUMMARY, CONCLUSION AND
RECOMMENDATIONS
5.1 Summary – – – – – – – – – 57
5.1 Conclusion – – – – – – – – 58
5.3 Recommendation – – – – – – – – 59
5.4. Suggestion for Further Study – – – – – 60
References – – – – – – – – 61
Appendix – – – – – – – – 65
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LIST OF TABLES
- Grade Point Average (GPA) – – – – – 47
- A t-test analysis of 1st and 2nd term
Admitted Students performance – – – – – 48
- A t-test analysis of 2nd and 3rd term
Admitted Students Performance – – – – – 49
- ANOVA analysis of 1st term, 2nd term,
and 3rd term admitted students’ performance- – – 50
- T-test analysis of 1st term and 2nd term
Admitted students’ performance – – – – 51
- T-test analysis of 2nd and 3rd term
admitted students’ performance – – – – – 52
ABSTRACT
The study” Enrolment trend of secondary schools students and their performance” was carried out to investigate the influence of Enrolment trend of students andtheir performances in Uyo Local Government Area, AkwaIbom State. The descriptive survey design method was used to carry out the study using random sampling technique;300 senior secondary schools students were drawn from four secondary schools in Uyo LGA. Secondary data source (past result sheets) were used for the study. Three research questions were stated based on the objectives which was converted into null hypotheses to provide a direction for the study. Each of the hypotheses was tested at 0.05 level of significant using t-test for hypotheses 1and 2 as well as analysis of variance (ANOVA) for hypothesis 3.All the tested hypothesis were rejected. The result of the study shows that differences exist in the performance of 1st,2nd and 3rd term admitted students. Based on the findings and conclusion of the study,it was recommended that Government should be allocating equal number of building structures, funds, laboratories, teachers and teaching facility for all secondary schools to improve the general performance of students in the state. Also teachers should be using suitable teaching method based on the requirements of the subjects, for equal opportunity for all students. Finally learning factors, activities,situation and opportunities should be improved to bridge the gap of knowledge between intelligent and dull students.
CHAPTER ONE
1.0Introduction
For some decades, geography as a school subject has been facing serious challenges in nearly every country of the worldFaniran and Okunrotifa, (1981). According to Morris (1968), in the United States of America for example, the subject up to 1960, was all for practical purposes relatively unknown as a serious school or even university course, except in few places. In its place, new subjects such as economics and sociology were gaining the upper hand, as fewer and fewer students offered to read geography, (Faniran and Okunrotifa, 1981).
According to Faniran and Okunrotifa (1981), if geography is to gain back its past glory and place, it has to be reoriented both its content and methodology.Similar exercises with the same resources have been undertaken in Britain and Australia among the places (UNESCO Sources Book 2015). The challenges faced by geography in schools as a subject in Nigeria and other developing countries according to Ayoade (2004) are even more serious, worsened by the peculiar problems of lack of adequate staff and dearth of instructional materials. Other problems include the lack of suitable textbook, the handicap of practical and fieldwork as aid to teaching and the undue emphasis on certification, rather than on the quality of education (Morris, 1968)
Faniran and Okunrotifia (1981) pointed out other problems which have been highlighted several times in the meetings and publications of the Nigerian high school. These include wide scope of the syllabus and lack of proper and adequate guidance for the teacher many who are not trained or qualified to teachthe subject.
These problems have been made more pressing in recent years by affecting the student performances negatively. Consequently, while many of the students cannot cope with these problems they withdraw and others get unnecessarily agitated and end up with poor final grades.
To improve student’s performances, Faniran and Okunrotifa (1981) suggested that a careful and purposeful reappraisal with a view of improving both its content and methodology, promises to be fruitful Morris (1968) recommended that energy should be directed towards the more rewarding pursuit of how best to teach whatever a syllabus prescribes.A higher proportion of students at the high school level often become disillusion with the subject and always end up choosing other socialscience subjects. This research seeks to examine enrolment trend secondary school student in geography and their performance in two schools in Uyo Local Government Area, AkwaIbom State.
- Background of the Study
Geography in Nigeria was established as an academic discipline in 1949 in the then University College, Ibadan Barbour (1963). The development of geography in Nigeria at this time was relatively not adequate because much of what was studied as the content was familiar to British type (Enoh 1998). It was later, when Nigerian took over universities in the country that geography revealed firm rooting in Nigeria Morris (1968).
In 1955, the Nigerian Geographical Association was established. Enoh(1998) opined that one of its aims as “assisting by all means in its power the development and teaching of geography in schools, colleges and other educational institutions of Nigeria” in the early years of the introduction of geography into schools, only few students opted for the subject as posited by,
( Barbour1963). Enoh (1998) concluded that ten (10) student for the early years was sufficiently large. From that time that Nigerian geographical association was inaugurated till now, the enrolment pattern for the subject must have changed drastically. For this reason, among others that the researcher deem his interest to examineweather student performances variedwith enrolment pattern in geography in AkwaIbom State using Christian Commercial Secondary School, Uyo; Rayfield International Secondary School, Nsukara Offot, Uyo; Standard International School, No 4 Elijah Udoessen Street Uyo and Community Secondary Commercial School, Ikot Oku Ikono, Uyo.
