Geography education in perspective: an enquiry into Ghanaian senior high school students’ positive and negative attitudes towards geography

Opoku, Foster; Serbeh, Richard; Amoah, Ebenezer Gyampoh

doi:10.1080/10382046.2020.1727115

Cited by 13 publications

(5 citation statements)

References 20 publications

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“…The findings have indicated that participants consider physical geography more challenging to understand (and therefore teach) than human geography. Findings are similar to other studies that indicate that students find human geography easier to comprehend than physical geography (Fischer, 2022;Opoku et al, 2021). Although students found the human geography component easier than physical geography, secondary schools expect graduate teachers to be comfortable and competent in teaching both components of the geography curriculum.…”

Section: Discussionsupporting

confidence: 86%

“…Geography Education scholars have researched to improve different aspects of geography education at both secondary and tertiary levels. Studies in Germany and Ghana revealed that students find human geography easier to understand, while physical geography is abstract and more challenging to understand compared to human geography (Fischer, 2022;Opoku et al, 2021). On the contrary, Selmes et al (2022) indicated that slightly more undergraduates enrolled in physical/environmental courses than those who opted for human geography in a study conducted in Scotland.…”

Section: Literature Reviewmentioning

confidence: 99%

“…On the contrary, Selmes et al (2022) indicated that slightly more undergraduates enrolled in physical/environmental courses than those who opted for human geography in a study conducted in Scotland. Some examples of physical geography components that students found challenging included Geomorphology and Climatology (Fischer, 2022) and the development of coastal landforms and deserts (Opoku et al, 2021). Larangeira and van der Merwe (2016) and Eze (2021) also revealed that geography students had difficulties with spatial literacy and in executing map work.…”

Section: Literature Reviewmentioning

confidence: 99%

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Newly Qualified Teachers and their Preparedness as Geography Teachers in Zambia

Nakazwe,

Van der Merwe

2024

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The study aimed to explore the geography teachers' engagement with the geography content during their undergraduate teacher preparation at the University of Zambia and upon employment in secondary schools. The researcher utilised a case study design to collect data from nine geography teachers trained at the University of Zambia and later employed to teach in the Secondary schools of Zambia. A semi-structured interview guide was employed to collect data from nine geography teachers. Furthermore, the data collected was transcribed, coded and analysed thematically. The study established that most of the geography teachers enjoyed learning either physical geography or human geography. Furthermore, most geography teachers evaluated their teaching to have been slightly better in human than physical geography. Most participants felt adequately prepared to take up geography teaching in schools because they acquired more knowledge than required for secondary teaching. However, a few students who took the subject as their minor needed more human geography content courses.

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Section: Discussionsupporting

confidence: 86%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Newly Qualified Teachers and their Preparedness as Geography Teachers in Zambia

Nakazwe,

Van der Merwe

2024

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“…While the declension of Geography as an academic subject has been mentioned a few times in literature (Harvey & Foster, 2004;Smith, 2009;Weeden, 2007), others have noted an increase in the number of students opting for Geography at different academic levels (Murphy, 2007;Opoku et al, 2020). As a matter of fact, several studies have investigated the perception of students towards Geography as this may have an influence on their selection of subjects (Al-Nofli, 2010;Fatima, 2016;Opoku, 2019;Opoku, 2020;Smith, 2009;Verma & Deshpande, 2016).…”

Section: Worldwide Challenges and Opportunities Facing Geographymentioning

confidence: 99%

Trends in Student Enrolment and Performance in Geography in Mauritius 2012-2019

NEERUNJUN¹

2022

Lnternational Journal of Geography and Geography Education

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In this study, statistics from the Mauritius Examinations Syndicate (MES) were used to show trends in the Cambridge International Examinations (CIE) enrolment and performances in Geography for the period 2012 to 2019 at School Certificate level. All school candidates who sat for these examinations within the years under review constituted the target population for the study. Statistical data analysis was carried out using Microsoft Excel with its in-built trend line capabilities. Quantitative analysis showed an overall decline of 15.2% in the number of students opting for Geography at School Certificate level from 2012 to 2019. Findings also demonstrated that male candidates were more likely to achieve a pass mark than female candidates. A t-test analysis revealed a statistically significant difference between grades achieved by girls and boys at p < 0.05. Ultimately, a thorough analysis of chief examiners' reports indicated that the recurring weak performances were often associated with rubric offences, and poor question comprehension.

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“…A person's attitude is formed because there is a certain object that stimulates him. Attitudes can be divided into two, namely positive attitudes and negative attitudes [21]- [23]. A positive attitude creates a tendency to hold, approach, accept or even wait for certain objects.…”

Section: Introductionmentioning

confidence: 99%

Overview the inquiry learning model: Attitudes, student characters, and student responses what’s the impact?

Astalini

Kurniawan

et al. 2023

EduLearn

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The purpose of this study was to find the differences and relationships between student responses, student character, and student attitudes towards the inquiry learning model for physics subjects. The contribution given in this study is useful if the student's response to learning is not good then there are problems in the learning taught by the teacher so that the teacher can improve better teaching techniques. This study uses mixed research methods designed with an explanatory design which is a combination of two methods, namely quantitative and qualitative research methods. The results of the t-test and correlation test of student variables, student character, and student responses can be said to be good but need to be improved optimally so that these variables are beneficial to students. The conclusion of this study is that there is a comparison and influence between students, student characters, and student responses at State Senior High School (SMA) 10 Jambi City on the inquiry learning model in physics subjects. The implication of this research is very important, namely the short-term impact of this research is useful and can be used as a benchmark to improve the quality of student responses, student character, and student attitudes, especially at the high school level.

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Geography education in perspective: an enquiry into Ghanaian senior high school students’ positive and negative attitudes towards geography

Cited by 13 publications

References 20 publications

Newly Qualified Teachers and their Preparedness as Geography Teachers in Zambia

Newly Qualified Teachers and their Preparedness as Geography Teachers in Zambia

Trends in Student Enrolment and Performance in Geography in Mauritius 2012-2019

Overview the inquiry learning model: Attitudes, student characters, and student responses what’s the impact?

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