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The study employed a survey designed. A sample of 800 students which were randomly selected served us the study sample. Data were collected using the questionnaire. Mean and standard derivation were used to analyze the data. It was found out that lack of interest and inadequate personnel and facilities were serious impediments to acquisition of computer education. Finally, recommendations were made that enough trained personnel should be recruited and posted to schools to teach computer studies.
Title Page
Approval Page
Dedication
Acknowledgement
Abstract
Table Of Contents
Chapter One
1.0 Introduction
1.1 Background Of The Study
1.2 Statement Of The Problem
1.3 Purpose Of The Study
1.4 Significance Of The Study
1.5 Scope Of The Study
1.6 Research Question
1.7 Chapter 11
1.8 Review Of Related Literature
1.9 Conceptual Frame Work
1.10 geography Literacy
1.11 Importance Of geography In Education
1.12 Summary Of The Literature Review
Chapter Two:
2.0 Literature Review
2.1 L Development Of The (Ube) In Nigeria
2.2 The Need For The (Ube) Scheme
2.3 The Objectives Of (Ube) Programme In Nigerian Educational Sector
2.4 Major Issues And Matters Arising From The (Ube) Scheme
2.5 Appreciating The (Ube)
2.6 Problems Of Ube Programme In Nigeria Education
2.7 Problems Associated With The Implementation Process Of The (Ube) Scheme
2.8 Possible Measures In Ensuring The Success Of The (Ube) Programme
2.9 Summary Of Literature Review
Chapter Three:
3.0 Research Methodology
3.1 Research Design
3.2 Area Of The Study
3.3 Population Of The Study
3.4 Sample And Sampling Techniques
3.5 Instrument Of Data Collection
3.6 Validation Of The Instrument
3.7 Reliability Of The Instrument
3.8 Method Of Data Collection
3.9 Method Of Data Analysis
Chapter Four:4.0 Results
4.1 Analysis Of Research Question
Chapter Five:5.0 Summary Conclusions And Recommendations
5.1 Summary Of Procedure Used
5.2 Summary Of Principal Findings
5.3 Conclusions
5.4 Recommendations
5.5 Suggestion For Further Study
Reference
INTRODUCTION
Background of the Study:
A well developed scientific and technological base are conditional to
any national human and material development. Nigeria has been classified
as a developing nation and has continued to make a break through by
emphasizing much on science and technology thereby making inclusive
of geography education in the curriculum of the junior and senior
secondary schools.
During the ministerial council meeting of the national council on
Education in 1987, the Federal Government of Nigeria deiced to introduce
geography education into the nation’s secondary school system. This was
followed by the inauguration of the National committees on geography
Education the same year. The functions of the committee among others
included, planning for dynamic policy on geography education and
literacy in Nigeria as well as devising clear strategies and
terminologies to be used by the federal and state governments in the
introducing computer Education.
The general objectives of the policy are:
1. To bring about a computer literate society in Nigeria.
2. To enable the present school children to appreciate and use the
computer in various aspect of life and in future employment. The
modalities for achieving stated objectives include;
1). Training teachers and associated personal
2). Provision of hardware facilities
3). Curriculum development.
4). Software developments and evaluation.
5). Maintenance of hardware.
The above enumerated strategies can promote or impede the acquisition
of geography knowledge. Functionalities of the strategies would promote
acquisition while deficiency in implementation would constitute an
impediment to the acquisition of geography knowledge. According to
Francisca (2003) the polices are poorly implemented due to poor training
and orientation of key implements (teachers). Through constant
practice, workshop and seminars, the teachers will be equipped in
relevant knowledge needed in geography which are appropriate for
effective teaching and learning of geography education. geography
requires practices and only the teachers that knows the practices can
teach it very well.
Impediments with regard to the stated strategies the non availability of
Hardware facilities in acquisition of geography education. Okon (1992)
reported on the declining standard of teaching which is done without
exposing the students to any form of practical experiences. The
acquisition of geography education with the hardware facilities is just
like going to school without pen and Books. In the 1990 National
Conference on Curriculum development geography education was not
inclusive in the issues discussed which now made the acquisition
of geography education very difficult in the secondary school because it
was not included early in the curriculum.
Proper teaching and learning with regard to geography education in the
state secondary schools have been known to have suffered some set backs.
There set backs have been generated by certain conditions such as:
1. Inadequate Provision of Facilities
2. Lack of Trained Personnel
3. Financial Constraint
4. Organizational Constraint (time frame for teaching geography in school; periods allocated to ).
On Inadequate Provision of Facilities Ajavero (1998) noted that absence
of facilities in acquisition of knowledge creates problems and confusion
to the learner instead of making changes in the learners’ life. Ezike
(1991) added that geography science laboratory is a room where
programmed, practicalzed, ordered, grouped, recorded, rearranged,
constructed among many other activities but the question is how
facilitated is the room that could be boast the acquisition of geography
for without facilities, the acquisition of geography is not effective.
On lack of Trained Personnel Abiodum (2007), reveled that
hence geography is “Cabage in cabage out” There is need that geography 3
teachers are well trained otherwise they will cabage wrong thing into
the children, and the children will as well Cabage out the Wrong thing.
Francisca (2003), said that many of the laudable curriculum we have in
use are poorly implements due to poor training and orientation of key
implementers (teachers) of these curricula. The teachers through
constant workshop and seminars should be well equipped in the relevant
methodologies and knowledge that are appropriate for effective teaching
of computer.
On financial constraint Ukeje (1991), stressed on the need for the
government to finance educational section, geography education needs
more financial support more than other subjects in the school; if
geography science subject is not supported financially it totally
impedes its acquisitions.
On organizational constraints geography knowledge are acquired in the geography training centers and not in school which attracts less attentions to the periods allocated for its lesson in the school. In schools geography science is not included in the school time table that is why Jude (2007), maintained that geography education is still limited in the federal colleges.
Statement of the Problem
Computer knowledge acquisition deals with the knowledge and ability to use geography and related technology efficiently with a range of skills covering levels from elementary use to programming and advanced problem solving. In Enugu North local Government Area, there are scarcity of geography science teaches, the people of the Area, sees computer knowledge acquisition as a game of learning geography in a geographical Centre and not in the school systems. There are problems associated with the acquisition of geography education in secondary schools, which are; inadequate provision of facilities, lack of trained personnel, financial constraints, and organizational constraints. It was on this ground that the researchers choose to write on the impediments to the acquisition of geography education by secondary school students in Enugu North Local Government Area, Enugu state.
Purpose of the Study
The main purpose underlying this study is to find out the impediments to
the acquisition of geography knowledge, specifically the students aim
to:
1. Find out the extent to which inadequate facilities impede the acquisition of geography education in secondary schools.
2. Find out the extent to which lack of trained personnel impede the acquisition of geography education in secondary schools.
3. Find out the extent to which financial constraints impede the acquisition of geography education in secondary schools.
4. Find out the extent to which organizational constraints impede the acquisition of geography education in secondary schools.
Significance of the Study
The study is very essential to the extent that it will be beneficial to the following;
1. The students: The study will enable the students to understand
that geography education is not for play but for real imprecation of
understanding, knowledge and social improvements.
2. The teachers: The study will enable the teachers to understand that
there impediments in the acquisition of geography education in secondary
schools.
3. Government: The study will disclose the impediments in the acquisition of geography education in secondary schools which now make the government to provide solutions to such impediments and improve the acquisition of geography education in secondary schools.
Scope of the Study
The study focuses on the impediments to the acquisition of geography education by secondary school students in Enugu North Local Government Area, Enugu State. The impediments were based on the lack of adequate facilities, lack of trained personnel, financial constraints and organizational constraints.
Research Question
1. To what extent does lack of adequate facilities impede the acquisition of geography Education in secondary schools?.
2. To what extent does a financial constraint impede the acquisition of geography Education in secondary schools?
3. Does lack of trained personnel impede the acquisition of geography Education in the secondary schools?
4. To what extent does an organizational constraint impede the acquisition of geography Education in secondary schools?
Chapter two of this Impediments To The Acquisition Of geography Education By Secondary School Students” research work is available. Order full work to download. Chapter Two of “Impediments To The Acquisition Of geography Education By Secondary School Students Contains: Literature Review, Development Of The (Ube) In Nigeria, The Need For The (Ube) Scheme, The Objectives Of (Ube) Programme In Nigerian Educational Sector, Major Issues And Matters Arising From The (Ube) Scheme, Appreciating The (Ube), Problems Of Ube Programme In Nigeria Education, Problems Associated With The Implementation Process Of The (Ube) Scheme, Possible Measures In Ensuring The Success Of The (Ube) Programme And Summary Of Literature Review.
Chapter three of this Impediments To The Acquisition Of geography Education By Secondary School Students” academic work is available. Order full work to download. Chapter Three of “Impediments To The Acquisition Of geography Education By Secondary School Students Contains: Research Methodology, Research Design, Area Of The Study, Population Of The Study, Sample And Sampling Techniques, Instrument Of Data Collection, Validation Of The Instrument, Reliability Of The Instrument, Method Of Data Collection, Method Of Data Analysis .
Chapter four of this Impediments To The Acquisition Of geography Education By Secondary School Students project work is available. Order full work to download. Chapter Four of Impediments To The Acquisition Of geography Education By Secondary School Students Contains: Results And Analysis Of Research Question.
Chapter five of this Impediments To The Acquisition Of geography Education By Secondary School Students material is available. Order full work to download. Chapter Five of Impediments To The Acquisition Of geography Education By Secondary School Students Contains: Summary Of Principal Findings ,Conclusions, Recommendations, Suggestion For Further Study And Reference.
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