CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF STUDY

The performance of learners attract the attention of all those involved in the teaching and

learning profession. Stakeholders in the educational field are concerned with learners’

performance as it reflects their various areas of interest. These stakeholders include, among

others, the Department of Education, curriculum planners, subject advisers, parents, teachers

and students. The improvement of learners’ performance has always been the main goal of

education and training (Department of Basic Education).

Educational activities in Nigeria were initially informal, referred to as indigenous education

where the aim was to transmit the cultural heritage of the society through generations. This

was followed by Islamic education which came to Nigeria in the 14th century following the

introduction of Islamic religion to the country. However, the arrival of the Europeans in 1842

(the arrival of the Wesley Missionary Society) marked the beginning of Western Education in

Nigeria. The western education later-on metamorphosed or led to Nigeria developing her own

educational system that suits it. This subsequently brought about the 6-3-3-4 system of

education (though there were others before it i.e. 7-5-3 system) which was developed in 1969

(the 1969 National curriculum conference), which implies six (6) years of primary school,

three (3) years of junior secondary, three (3) years of senior secondary’ and at least four (4)

years of tertiary education.

Secondary education is defined as “education beyond the elementary grades or primary

school”. It could also be said as the education provided by a high school or college

preparatory school. In the 6-3-3-4 system, the emphasis for us here is of the second -3- level,
which is the senior secondary level, in which geography is offered or taken during the 3 years

duration. The subjects in the senior secondary are Maths, English, a major Nigerian language

and other electives depending on the students area of interest or department (commercial, arts

and sciences), in which geography is included. According to the National Policy on

Education (N.P.E, 2004:7a), one of the national objectives states “The training of the mind

and understanding of the world around us”. Therefore, it is believed that perhaps geography

as a school subject can achieve this stated objective.

Geography is the study of places and the relationships between people and their

environments. Geographers explore both the physical properties of Earth's surface and the

human societies spread across it. Education is considered as a first step for every human

activity. It plays a vital role in the development of human capital and is linked with an

individual’s well-being and opportunities for better living (Battle & Lewis, 2002). It ensures

the acquisition of knowledge and skills that enable individuals to increase their productivity

and improve their quality of life. This increase in productivity also leads towards new sources

of earning which enhances the economic growth of a country (Saxton, 2000). Geography is a

diverse academic subject encompassing components of both the physical and social sciences.

Students explore relationships between people, places, and environments across scales from

local to global. Key topical domains span climatology, biogeography, human systems,

geospatial technologies, earth processes, and the interactions among human activities,

landscapes, and climate. As a secondary school subject, geography education aims to develop

students’ spatial analysis abilities and inform their understanding of societies and

sustainability on regional to worldwide levels.

Student’s performance in Geography at the school and various examination in Nigeria has not

been satisfactory for some years now. The examination results, from various examination

bodies have demonstrated this trend in the last few years. This trend in the last five years
(2018-2023) has shown a pattern of considerable increase and decrease, which leaves much

to be desired. Although this phenomenon is consistent with other optional subjects, and the

percentages are higher than for mathematics and the sciences, it has raised the concern of

both parents and government over the years. This raises a question among teachers and

students as to why performance in Geography remains low year after year in this part of the

world. Also, there have been a decline in the yearly number of students’ enrolment for

geography and their lack of keen interest in geography as a school subject as shown by

Akintade (2011)’s study at Ilorin; which is quite at variance with the findings of Adeyemi

(2009) who observed that more students opt for geography from the list of available optional

subjects in Nigeria. Among the various reasons that have been adduced to be responsible for

this decline are the general lukewarm attitude of students to the study of geography at the

secondary school level (Olanipekun, 1988); teacher’s attributes and relationship with pupils

and students (Zarei and Sharifabad, 2012) and Sabitu and Nuradeen, 2010); teachers attrition

((Egu, Ogbonnawuju and Chionye, 2011); student’s attributes, peer group and parental

influence on the choice of subject and the job prospect of geography (Akintade, 2011); the

nature of geography curriculum; the inability of social studies taken at the junior secondary

school level to cater for the need of geography at the senior secondary school level

(Olanipekun, 1988); and inadequate provision of geography materials such as laboratories,

books and equipment in schools.

The major concern of the geography fraternity has been the quality of performance of

learners in the subject (Magi, 1981; Innes, 2012). However, many scholars believe that this

situation is not unique to Nigeria. The United Kingdom (Weeden, 2011), Ethiopia

(Madiwalar, 2012), Kenya (Kimathi, 2014), and South Africa have experienced similar trends

in the past. Conversely, Adeyemi (2009) reported a sharp rise in learner performance and the

choice of geography in Botswana. According the Research Division of Cambridge

Assessment (2007), which found that students choose certain subjects because they would be

useful in their future career.

The quality of students’ performance remains at top priority for educators. It is meant for

making a difference locally, regionally, nationally and globally. Educators, trainers, and

researchers have long been interested in exploring variables contributing effectively for

quality of performance of learners. These variables are inside and outside school that affect

students’ quality of academic achievement. These factors may be termed as student factors,

family factors, school factors and peer factors (Crosnoe, Johnson & Elder, 2004). The formal

investigation about the role of these demographic factors rooted back in 17th century (Mann,

1985). Generally these factors include age, gender, geographical belongingness, ethnicity,

marital status, socioeconomic status (SES), parents’ education level, parental profession,

language, income and religious affiliations.

Though there are studies confirming the decline of academic performance in general, there is

a shortage of comprehensive studies on factors that influence performance in geography,

particularly in the Senior Secondary school level. There remains a need for larger-scale,

systematic inquiry into the variables students perceive as most significantly impacting their

geography exam performance. This study was to assess the factors that influence the

academic performance of students in Geography in Nigeria with focus on Ogun State.

1.2 STATEMENT OF THE PROBLEM

Amid pressing global challenges spanning climate change, sustainability, population shifts,

resource management, and geospatial technologies, secondary geography education serves a

pivotal role in nurturing spatially literate Scientists and researchers to.provide solutions to the

current problems that human race is currently facing. However, recent literature situated

specifically within contemporary geography classrooms is critically lacking. As every other

science subject, Geography should be given serious attention due to its importance to man

and the environment in general. Geography is a field of science devoted to the study of the

lands, features, inhabitants, and phenomena of the Earth and planets which are essential to

man.

Aydin (2011) notes that methods used in teaching geography are generally inefficient.

Students can not apply what learnt in the classroom. Learners rarely participate and have

limited practical experience of the theories taught in class. This could be the reason why

students‟ performance in geography examinations has been poor and does not show any trend

for improvement for years now. There is empirical proof that instructional methods adopted

by teachers influence learning achievement significantly (Mukwa, 2002). Whereas

appropriate instructional methods would facilitate grasping of new concepts, inappropriate

methods are likely to constrain knowledge retention and application. Most of the schools in

Nigeria, especially the public schools, do not have Geography resource rooms. They also lack

other teaching and learning resources like climatic maps, geography journals, and internet.

Although, some schools have qualified Geography teachers, but they do not attend in-service

courses to update their knowledge in Geography which is a dynamic subject. The issue of

school policies on selection of subject may also have an influence on students' performance

in Geography. In majority of the schools, Geography lessons are offered at the same time

when other subjects, like Agriculture, History, etc. are being offered to other students. A

student has therefore to take either Geography or the other course, both known as electives.

Students perceive Geography as a difficult subject and avoid it. Certain researches also

suggest that some institutional factors like parental economic status also influence the

performance of students in Geography. Some parents cannot pay extra money to enable

students go for field trips and therefore, fieldtrips - despite being important in Geography -
are not conducted. This led to the study on assessment of students perception of factors

affecting their performance in geography examinations.

1.3 AIM AND OBJECTIVES OF RESEARCH

The aim of this project is to investigate the perceptions of geography students regarding the

various factors that influence their performance in geography examinations. By

understanding students' perspectives on these factors, the project seeks to provide insights

into the challenges that impact their academic achievement in geography examinations.

Objectives of the study are:

i. To identify the perceived factors that geography students believe influence their

performance in geography examinations, including individual, interpersonal, and

environmental factors.

ii. To access socio-economic factors and its effects on students performance in

geography examinations in Senior Secondary schools.

iii. To examine the extent to which geography students attribute their performance in

examinations to factors such as preparation strategies, study habits, teacher support,

peer influence, and test anxiety.

iv. To evaluate the extent to which teacher qualification, and teaching and learning

materials affect students’ performance in geography examinations in senior secondary

schools.

v. To provide recommendations for educators, policymakers, and stakeholders in

geography education to create supportive learning environments and interventions

that promote students' academic success in examinations.

1.4 RESEARCH QUESTIONS

 1. What are the perceived factors influencing geography students' performance in

geography examinations?

2. Does the socio-economic background of the students affect the performance of

students in geography examinations in Secondary schools?

3. How do geography students attribute their performance in examinations to factors

such as preparation strategies, study habits, teacher support, peer influence, and test

anxiety?

4. To what extent does teachers qualification and training affect the performance of

students in geography examinations in secondary schools?

1.5 STUDY AREA

The study area for this study is Alimosho Local Government Area in Lagos State. Alimosho

was established in 1945 and it was under the then western region. Towards the east, it is

bounded by Ifako Ijaiye, Agege and Ikeja Local Government Area while to the southern part,

it is bounded by Oshodi/Isolo, Amuwo Odofin and Ojo Local Government Areas of Lagos

State. Alimosho is located at the northernmost end of Lagos, and as a result, it connects

Lagos State with Ogun State. Some areas of Alimosho are on the border of Lagos State and

are in close proximity to Ogun State's Ota, Lafenwa, and Agbado communities, among other

places. Through Alimosho, the popular Lagos-Abeokuta Expressway connects Ogun State to

Lagos State, passing through Alimosho. It is also surrounded by the neighbourhoods of Ikeja,

Oshodi, and Agege.

Political Division

Alimosho local government area is located in the Ikeja division of Lagos state, Southwest

Nigeria and is regarded as the State’s largest local government area. Alimosho LGA consists

of 6 Local Council Development Areas to increase efficiency in Administration and these

include Agbado/Okeodo, Ayoba/Ipaja, Egbe/Idinmu, Mosan Okunola, Ikotun/Igando, and

Egbeda/Akowonjo. The first secretariat of Alimosho is a two-storey building located

on Council street, now in the Egbe/Idimu LCDA.

People and Population

Alimosho has the largest population of all Local Governments in Lagos State with a 2022

projecttion of about 1,953,500 inhabitants (NPC, 2022). The 2006 Census had put the

population of the Local Government at 1,288,714. However, the Lagos State Government

argued that the population as at 2006 within the LGA was more than 2 million residents.

Majority of the inhabitants are from the Yoruba tribe, predominantly the Egbados. The

commonly spoken languages in the area include Yoruba and English while Christianity and

Islam are commonly practiced in the area. Popular landmarks in Alimosho LGA include the

Alimosho general hospital and the Alimosho grammar secondary school The area is rich

in culture, prominent amongst which are the Oro, Igunnu and Egungun annual festivals.

Egbeda, Ejigbo, Akowonjo, and Iyana Ipaja are some of the most popular destinations in the

LGA.

Geography of Alimosho

Alimosho local government area has a total land area of 183.5km² and an average

temperature of 26.5 degrees centigrade with humidity pegged at 80 percent. The two seasons

witnessed in the area are the dry and the rainy seasons with total estimated precipitation of

the area estimated at 2700 mm. The LGA originates from the Alashua river and it is located in

coordinate of 6°36′38″N 3°17′45″E.

Economy of Alimosho
Commerce is a major economic feature in the area with popular markets such as the Ikotun

market, the Igando multi-purpose market and the Akesan market attracting thousands of

buyers and sellers on a daily basis. Alimosho LGA is also home to several privately and

publicly owned institutions such as hotels and banks.

Fig i: Map of Nigeria showing Lagos State

Fig ii: Map of Lagos State showing Alimosho Local Government Area