ENHANCING GEOGRAPHY EDUCATION THROUGH PRACTICAL EXPERIENCES: A STUDY OF SECONDARY SCHOOLS IN ONDO WEST, NIGERIA

Abstract

Geography examines the spatial distribution of physical, social, and economic phenomena. However, its abstract concepts and extensive curriculum often hinder effective pedagogy, leading to declining student enrolment. This study investigates the impact of practical experiences—such as fieldwork, GIS applications, models, and excursions—on students’ conceptual understanding of Geography. It also assesses the adequacy of instructional materials and the challenges faced in implementation. Using a survey design, 200 students from 10 secondary schools (both public and private) in Ondo West LGA, Nigeria, were sampled through validated questionnaires and oral interviews. Data analysis employed simple percentages. Findings reveal insufficient exposure to practical methods, despite 95% of students affirming their value. Key constraints include inadequate funding, obsolete or unavailable materials (81%), limited instructional time, and teacher reluctance. The study recommends integrating practical sessions into the curriculum, increasing funding, providing teacher training, and supplying adequate resources to transform Geography education.