Abstract

The purpose of this study was to investigate secondary school students’ attitudes towards physical geography and its effects on their performance in the Kumba II sub-division.

The population of this study composes of form four and five students in some selected schools and students from both sexes were included.

Four research questions were formulated tested and analysed using descriptive statistics which involved mean score and standard deviation. These research questions were;

How students’ perception of physical geography does affect their performance?

How does the nature of content affect students’ academic performance?

How do gender issues affect students’ performance in physical geography?

How a carrier opportunity does affect students’ academic performance?

Data were collected using questionnaires and analyzed, arranged and tabulated, interpreted and tested before giving any findings. A major finding in the work was the fact that physical geography was a difficult branch of geography.

It was recommended that teachers should seek ways on improving on teaching methods in physical geography to enabled students not to see physical geography as a difficult branch of geography.

CHAPTER ONE

INTRODUCTION

Geography is a Science that examines the naturally related humans and economical events on geographical earth funding relation. Geography has the feature of being science by examining the relationship of humans and nature.

Physical Geography is a branch in Geography that can be defined as the study of the physical landscape of the earth’s surface as well as the earth’s internal structure.

Physical Geography is among the most significant lessons that students need to learn but a number of students are unwillingful to the physical geography lesson or they have the worry of success. Physical geography is generally seen as a difficult lesson to learn at School.

Most students consider physical geography as a complication of statistical data and pure knowledge.

Evaluating the secondary School students’ attitudes towards physical geography in the Kumba II sub division is the main purpose of this research. Knowing students attitudes towards physical geography can be an important means of increasing the efficacy of physical geography.

The main problems faced by most students in physical geography are the nature of the context of physical geography which influences students’ attitudes.

Gender issues also influences attitudes towards physical geography. Boys are seen to proper physical geography more than girls.

Chapter one presents the background of the study, statement of the problem, the purpose of the study, the significance of the study, research questions, delimitations/scope of the study, and definition of key terms.

Background of the Study.

Attitude is a positive or negative evaluation of something which in term may affect one’s performance James (1997). Students’ attitudes differ from student to student and from School to School.

This variation is often linked to the conception the students developed over time. There are approaches and aspects to the learning process that make students have different attitudes. According to James (1989), whenever you state attitudes, you make a prediction about your future thoughts and feelings.

Attitudes are learnt formally and informally in the course of one are socializing in various socio–cultural groups. Students being members of educational groups.

According to Mayers (2001), attitudes are belief and feeling that predisposes one to respond in a particular way to objects, people, and wants. The nature of the content of physical geography influence students’ attitude, students attitude may be influenced here either positively or negatively due to the bulky nature of the content.

Gender issues also influence attitudes toward physical geography. According to Waugh (2003), physical geography is the scientific study of the natural features on the surface of the earth e,g Mountains, Rivers or the way in which natural features of a place are arranged. In all most human actions and behaviours are motivated and consciously carried out to achieve the certain felt desires.

Conceptual Background

Laent (2003), Physical geography as an integral part of teaching the discipline geography and it is considered by academic and students to be essential as well as extremely effective method of teaching.

Steinbach (1996) carried out a research on the students and noted that many students were of the view that physical geography was not necessary for intelligent students. There were some fixed feelings from both male and female students.

On the contrary, some students said physical geography was for intelligent students as it was taught and few students managed to study the subject at higher levels.

Statement of the Problem.

Society often considers that students’ negative attitude towards physical geography and their poor academic performance is as a result of the theories embodied in the subject.

Students target that self discovery through the reading of text books and parental encouragement is essential attitudes that need to be developed for successful academic outcomes.

This study, therefore, intends to find out how students’ attitudes towards physical geography affect their academic performance in the Kumba II subdivision.

The following are subproblems of this research:

Do secondary school students’ attitudes towards physical geography have a meaningful variation according to gender? So Secondary School students’ attitudes towards physical geography have a meaningful variation due to the nature of the content of physical geography.

Purpose of the Study

General Purpose

The purpose of this study is to determine students’ attitudes towards physical geography and its effects on their academic performance.

Specific Purpose       

It is also investigate

1. Students’ perception towards physical geography and its effects on their academic performance.
2. The nature of the content of physical geography and its effects on students’ performance
3. Gender issues and their effects on students’ performance
4. Carrier opportunities and their effects on students’ performance

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