Escolar Documentos
Profissional Documentos
Cultura Documentos
BY
OKEREAFOR NNAWUGWU
PG/M.ED/08/49957
NOVEMBER, 2011
i 2
TITLE PAGE
APPROVAL PAGE
This thesis has been approved for the Department of Science Education,
University of Nigeria, Nsukka.
BY
________________________
Dr. J.J. Ezeugwu
INTERNAL EXAMINER EXTERNAL EXAMINER
___________________
Prof. S.A. Ezeudu
DEAN OF FACULTY
JULY, 2012
iii4
DEDICATION
ACKNOWLEDGEMENTS
Okereafor N.
v
TABLE OF CONTENTS
Pages
Title Page .............................................................................................. i
Approval Page ....................................................................................... ii
Dedication ............................................................................................. iii
Acknowledgement ................................................................................ iv
Table of Contents .................................................................................. v
List of Tables ........................................................................................ viii
Abstract ................................................................................................. ix
CHAPTER ONE: INTRODUCTION
Background of the Study ...................................................................... 1
Statement of the Problem ...................................................................... 7
Purpose of the Study ............................................................................. 8
Scope of the Study ................................................................................ 8
Significance of the Study ...................................................................... 9
Research Questions ............................................................................... 9
Hypothesis............................................................................................. 10
Recommendations ................................................................................. 55
Limitations of the Study........................................................................ 56
Summary of the Study .......................................................................... 56
References ............................................................................................. 59
Appendix I: Instrument of Data Collection ......................................... 63
Appendix II: Estimate of Internal Consistency ................................... 67
Appendix III: List of Secondary Schools in Nsukka Education Zone 68
Appendix IV: Calculation of Mean and Standard Deviation................ 71
Appendix V: T-test Calculation ........................................................... 78
9viii
LIST OF TABLE
1. Mean scores and standard deviations on the difficulty of concepts
associated with map work in geography among senior secondary
school students ........................................................................... 44
ABSTRACT
The study was aimed at determining the difficult concepts in Map work in
geography among senior secondary school students. The sample was made up
of two hundred and fifty (250) SSIII Geography students from ten (10)
secondary schools in Nsukka Educational Zone. The study used the evaluation
research design. The Map work concepts assessed were Scale, Direction and
Bearing, Gradient, Measurement of Distance, Map Enlargement and Reduction,
Section Drawing, Description of Drainage Features, Pattern of Communication,
Settlement Pattern, Land use, Physical Features, Relationships on Contour
Maps and Intervisibility. Map Work Achievement Test (MWAT) was the
instrument used for data collection. The instrument was validated by two
Senior Geography teachers and two Measurement and Evaluation experts in
University of Nigeria, Nsukka. The reliability co-efficient of 0.77 for the
instrument was established using the split half method (Spearman-Brown
Prophecy Formula). Data collected were analyzed using the mean, standard
deviation and t-test. It was found that among the 13 concepts in map work
investigated, students had difficulty in 5 and that there was no significant
difference in the achievement between male and female students. Among
others, it was recommended that the teaching and learning of map work should
be practical-oriented to enable students master the various concepts in map
work.
1
CHAPTER ONE
INTRODUCTION
critical, inquiring mind and the basic communication skills such as literacy and
numeracy to name but two. The National Policy of Education has it that the
core subjects consist of six groups from which every student must make a
of the groups and is offered by the science inclined students. Geography studies
are physical geography, human and regional geography as well as map work.
These subdivisions are interrelated. Physical geography deals with the natural
directly relate to human activities (Amosun and Oderinde, 2004). Map work on
the other hand, deals with the representation on paper and analysis of selected
5. to develop in the students the skills and techniques for accurate, orderly
visual inspection, in the form of exact locations and spatial patterns which are
the earth‟s surface (Okereafor, 2010). Maps therefore make it possible for the
phenomena in space. To this extent, Martin and Thompson (2008) hold that
map is the most important tool of geography and may be used to record either
simple data or the results of complicated geographic study. They further note
3
that maps are designed to indicate by means of symbols, not only the location
Global Positioning System (GPS), Laser Rangefinder and softwares like the
Geographic Information System (GIS), has made accurate map production easy
and faster (Pickles, 2003). Contemporarily, maps are used in almost every field
town planning, census, military, economic planning an son on. Thus Ehrenberg
(2005) posits that the uses of a map depend on the type of map and the
map reading skills are required to use it. Complex maps according to Ovenden
(2007) demand some basic map reading skills on map interpretation as they
may contain the exact location of many land form features, actual distance,
dependent on the ability to recognize and interpret the symbols on the map.
the map reading section of the O‟ level geography examinations presents one
the variety of information it represents, is the map type use for the O‟ level
a part of the earth‟s surface. Topographic maps are differentiated from other
maps in that they show both the horizontal and vertical positions of the terrain
symbols, labels and other graphical representations, topographic maps show the
shapes and locations of mountains, forests, rivers, lakes, cities, roads, bridges,
and many other man-made natural features. The understanding of the contents
students with the critical skills and competences needed for national
and Oderinde (2004) hold that it does not seem popular with students.
wide scope (Adegoke, 1987). Mansaray and Ajiboye (1994) have observed that
5
50% of the topics indicated by students as problematic fall in the area of map
reading and physical geography. The WAEC Chief Examiner‟s Reports over
examinations show that Geography students who sat for the examinations
WAEC Chief Examiner‟s Report (2004) has it that most candidates could
between given points. The report also points out most students‟ failure to
reasons for the sparse population of the mapped area. Yet, in 2010, the WAEC
correctly the given features on the topographic map. The students‟ poor
Amosun (2002).
Achievement test results over the years have shown an increasing gap
science oriented subject (Onekutu, 2002). Lie and Sjoberg (1984) observe that
invincible rules within the society have provided what is feminine and what is
masculine (Eriba and Ande, 2006). This contrasts the millennium declaration of
6
September 2000, which aims at the promotion of gender equity and the
evenly distributed across gender. Though it is believed that bridging the gender
this area are not conclusive. Hence, the need to factor in the issue of gender,
(1997) defines assessment as all activities a teacher uses to help students learn
methods used by teachers to determine the extent to which the learners have
students‟ areas of strength and weakness. Bednarz and Petersen (1994) observe
acquisition.
for immediate visual inspection, in the form of exact locations and spatial
patterns. Hence, maps have been described as the most important tool of
and Ajiboye (1994) reported that 50% of the Geography topics indicated by
students as problematic fall in the area of map work. Again, the WAEC Chief
in map work is bound to be poor. Could this poor achievement in map work be
students? Therefore, the problem of this study is to find out the difficult
Education Zone.
8
students.
topographic maps.
concepts associated with topographic map which is the type of map used for the
students, teachers and their schools. The specific ways this study is considered
1. The result of this study will help geography teachers know the concepts
in map work students find difficult. It will thus make them place
2. For the geography students, it will bring their focus to the difficult
concepts in map work. There by making them work hard to over come
the difficulty.
3. The schools also stand a better chance of obtaining better results from
Research Questions
The following research questions have been stated to guide the study.
1. What are the difficult concepts associated with map work in geography
2. To what extent are the concepts that involve calculation in map work
geography students?
geography students?
Hypothesis
concepts in map work between SS III male and female secondary school
geography students.
11
CHAPTER TWO
REVIEW OF LITERATURE
Conceptual Framework
Theoretical Framework
Theory of Instruction
Empirical Studies
Conceptual Framework
the word itself as the root „ge‟ is an ancient Greek word signifying any fact that
has to do with the earth and „graphie‟ also a Greek world meaning to write.
considered from three organization view points among which is studying things
sciences.
changed throughout the ages and this made the definition of geography
surface. Semple (1911) defined geography as the study of how the environment
modern geography concerns itself with more. It focuses on man, the earth,
of spatial form and spatial relations as well as the distribution and interaction of
13
phenomena on the earth‟s surface. Also Ezeudu (2003) posits that geography is
a subject which concerns itself with the understanding of the spatial processes
The study of the relationships among phenomena has made the study of
nature. Its quest to understand the interrelated complex that give character to a
place has led geography into studying rivers, mountains, customs, rocks,
Abler, Adams and Gould (1972) assert that geography is the only science that
other disciplines and has several branches within its framework (Ofomata,
2008). For instance, map work is related to surveying, urban planning, geology
and agricultural land use. The physical geography spans through climatology,
on. The regional geography studies different parts of the world. For instance,
Nsukka, Enugu State, Nigeria, West Africa and Africa. From the foregoing, the
keeping with the dynamics of social change and demands of education, the
education include:
of the area;
15
resources, different goals and different problems from the people of their
home area;
concepts which they can use to analyse and interpret spatial problems in
study of the spatial relationships of features on the earth‟s surface and the
analysis of the spatial problems in the environment are best done using maps.
exact locations and spatial patterns. Also Nimako (1999) posits that a map is a
sheet of paper which shows a part or the whole of the earth‟s surface. A similar
surface as it is seen from the above on paper. Again, Okereafor (2010) holds
using a scale. In the view of English (2009) maps are graphical abstractions of
the real world. Maps are therefore sheets of paper on which features on the
contains both man-made and natural features. As such, Ovenden (2007) opines
Hence, Ofomata (2008) posits that map is a distinctive tool of the geographer
because with a map the spatial forms and spatial relations can best be seen and
analysed. This view is also corroborated by Pickles (2003) who assets that in
Every standard map has a set of symbols which indicate the placement of
factual objects. These symbols aid the understanding of the content of the map.
It is however, worthy of note that maps are not perfect, grow old and are biased
(English, 2009). Maps are not perfect because people make them from data
collected with certain tools. Also maps grow old because the world is
constantly changing both physically and culturally. Maps do not show every
There are different types of map. Raaflaub and Talbert (2009) and
Ovenden (2007) both broadly classified map types into two, namely; general
maps and thematic maps. But English (2009) differ slightly in his classification
of map types into three, namely general maps, thematic maps and charts.
Raaflaub and Talbert (2009), Ovenden (2007) and English (2009) are
unanimous in their description of general and thematic maps. General maps are
those maps that are produced for a general audience and as such, contain a
variety of features. Good examples of general maps are topographic and road
phenomena (Ovenden, 2007). Examples of thematic maps are the dot maps and
geology maps. Charts are the third category of maps and according to English
(2009), they show accurate routes of travel used for ocean and air navigation.
18
They are updated frequently to abreast captains and pilots of dangers along
(1980) defines topographic map as a large-scale map, one that sets out to
convey the shape and pattern of landscape. The topographic map is a type of
map that shows the natural features, cultural features as well as political
information they contain. This explains the wide scope of map work in
Scale
posits that the scale to which a map is drawn represents the ratio of the distance
between two points on the earth and the distance between the two
corresponding points on the map. In the view of Iwena (1996), the scale of a
19
map indicates the relationship between the distance of two points on a map and
the actual or equivalent distance on the ground. Again, Okereafor (2010) views
the scale of a map as the relationship or ratio between measurement on map and
actual distance on land. He further points out that it is the scale that makes it
possible for the map makers to proportionally draw the features on earth‟s
surface on paper. Thus, the scale plays a very important role in the
the features existing on land especially with respect to distance. English (2009)
holds that the scale is commonly represented in figures, such that one unit
measured on the map represents the corresponding unit on land. For instance,
topographic maps, the numerator of the scale‟s fraction represents one unit on
the map while the denominator, represents the equivalent unit on land.
(1999), small-scale maps show few details, but cover large areas while large-
scale maps show details clearly, but do not cover much area. Also see
Okereafor (2010). The import of this assertion is that the smaller the
denominator of a scale, the larger the scale of the map and the larger the
denominator of a scale, the smaller the scale of the map. Also in topographic
maps, the scale can be represented using the three methods. The methods as
20
reported by Iwena (1996), Nimako (1999) and Okereafor (2010) are statement
such, statement scale for example can be converted either to linear scale or
process.
given value or scale factor. Ajayi (2003) defines it simply as making the size of
a given map larger than its original size. Thus, Iwena (1996) informs that when
a map is enlarged, the denominator of the scale‟s fraction becomes smaller. Put
differently, when a map is for instance enlarged by two (i.e. twice its initial
size), the area of such a map has been increased by four times (Ajayi, 2003).
This implies that if a map of length, 3cm and width, 2cm whose area is 6cm2 is
enlarged by two, the resulting area will be 24cm2. It is also pertinent to point
out that if a map is enlarged by three the resulting area of enlarged map will be
nine times the area of the original map. This point is clarified using the
following example. If a map of length, 3cm and width, 2cm with an area of
6cm2 is enlarged by three (3), the resulting length and width of the map will be
21
9cm and 6cm respectively, then the area of the enlarged map will be 54cm 2.
When a map is enlarged, every feature in the enlarged map is equally enlarged
(1996) informs that contrary to the reduced size of the denominator in map
reduced, the size of the features is equally reduced. Thus in reduced maps, the
size of the features becomes smaller while in enlarged maps, the size of the
features is larger.
The two main ways of showing the location of places on maps are
through the use of compass point for directions and angular bearing for bearing
(Okereafor, 2010).
Iwena (1996), Nimako (1999), Ajayi (2003) and Okereafor (2010) all
agree that the instrument used for the measurement of the direction of a place is
the prismatic compass. Also, they hold that the prismatic compass measures the
direction of a place in four main points. The four points are north, south, east
and west. These four points are known as the four cardinal points. Nimako
(1999) posits that the use of the four cardinal points does not accurately tell the
22
exact location of a place rather it informs one that a place is located either in
the north, south, east or west. It is because of this, that the four cardinal points
are used only for the primary location of the direction a place lies. He further
observes that there are other intermediate points of the compass, based upon
and named from the cardinal points. In line with the preceding view, Iwena
(1996) holds that for better accuracy in the measurement of direction, the eight
intermediate points are used at the secondary school level while the sixteen
intermediate points which further ensures accuracy are used at the advanced
level. The eight intermediate points are, north, northeast, northwest, south,
southeast, south west, east and west. Again, the sixteen intermediate points are;
increasingly difficult to remember and use. He also points out that to describe
direction more accurately than the points of the compass does, the bearing is
used.
point from another in map work. Iwena (1996) and Nimako (1999) both define
bearing as the direction of one place from another. But this definition is not
bearing as the location of the direction of one place from another in degrees. It
has been observed by experts in mapmaking that the most accurate way to
measure the bearing of one place from another on the map is through the use of
protractor. This is what is known as the angular bearing. Nimako (1999) notes
that the measurement of the angular bearing begins always from the north and
in a clockwise direction. This implies that the north becomes 0 0 and 3600, east
relative to the observer‟s position. He explains that the forward bearing is the
bearing taken from the observer‟s position while the back bearing is the bearing
taken from a place to the observer. Given the forward bearing, the back bearing
important to note the difference and relationship among true north, magnetic
north and grid north. According to Nimako (1999), the true north also known as
the geographical north lies in the direction of the North Pole. He further points
out that because the compass has a magnetic needle, it does not point to the true
north. Thus, the north point it shows is known as the magnetic north. The angle
between the magnetic north and the true north is referred to as the magnetic
variation or magnetic declination. Lastly, the grid north is the north shown by
Gradient
in height and distance. Iwena (1996) and Nimako (1999) define gradient as the
steepness of slope. On the other hand, Ajayi (2003) and Okereafor (2010) view
ratio of the vertical interval to the horizontal equivalent. This is often expressed
The vertical interval (i.e the difference in height between a given two
points on a map) is obtained by subtracting the lower contour value from the
higher contour value. On the other hand, the horizontal equivalent is the
horizontal distance between any two points on the map (Nimako, 1999).
Okereafor (2010) asserts that both the vertical interval and horizontal
equivalent must be of the same unit of measurement (e.g meters or feet) before
the gradient is calculated. In gradient the larger the denominator, the more
gentle the slope while the smaller the denominator, the steeper the slope.
Relief Profile
Iwena (1996) opines that relief profile is the practice whereby relief shown by
contours on map is drawn to bring out the real appearance of such relief as it is
surface that would be exposed if the relief feature or landform were cut through
vertically.
Ajayi (2003) holds that section drawing enables us to bring out the true
(2010) views relief profile as a process that helps in bringing out the actual
informs that ordinarily, one may not be able to make meaning out of the
contour lines that are drawn on topographical maps interns of the kinds of
landforms they represent. In other words, when the relief profile of a section of
a map is drawn using contour lines, the true shape of the landforms in the area
are revealed. Therefore, the relief profile shows at a glance the nature of the
To draw a relief profile, there is need for a vertical scale and horizontal
scale. In the opinion of Nimako (1999), the vertical scale which is chosen,
usually, is exaggerated to enable a better view of the relief. On the other hand,
Vertical Exaggeration
aid a better view of the relief. To know the number of times the vertical scale
has been exaggerated relative to the horizontal scale, the vertical exaggeration
vertical scale creates a difference between the actual shape of the feature whose
profile was drawn and the appearance of the feature‟s profile on graph sheet.
the horizontal scale. The resultant figure tells the number of times the vertical
Intervisibility
place on the map can be seen from another point or place on the same map
within the limits of physical sight. Okereafor (2010) opines that the
intervisibility. But Nimako (1999) posits that the form of slopes complicates
this otherwise simple rule. This implies that the examination of the values of
27
the contour lines alone may not be enough to determine intervisibility. Hence,
it is advised to draw the relief profile of the two points on the map. Yet, in the
opinion of Nimako (1999), a full section need not be drawn whenever the
Relief Representation
will be discussed briefly. The ten relief features are round topped hill, conical
hill, knoll, escarpment, plateau, ridge, spur, valley, concave slope and
undulating plain.
The contour lines of a round topped hill and conical hill are usually
circular in shape and the contour lines are smaller inside. But the difference
between the two is that the inner most contour line of a conical hill is small
28
compared to the innermost contour line of a round topped hill. The values of
the contour lines of both features are higher inside. A knoll is represented on
topographic maps by smaller contour lines similar to that of either round topped
or conical hills. The difference is that the contour lines of a knoll are drawn in
contour lines which run closely on the steep side and widely on the gentle side.
otherwise. The contour lines run closely to each other but the innermost
which are drawn almost parallel to each other. Spurs and valleys are often
shown together. The contour lines of a spur are v-shaped while that of a valley
contour line of valleys has the smallest value while the innermost contour line
of a spur has the highest value. The concave slope is shown by contour lines
that are drawn closely on one side and spaced out on the other side. The
contour values increases from the spaced contours to the closely drawn
contours. Lastly, an undulating plain is shown by contour lines which are well
relationship between them does not vary from one part of the map to another
while uneven relationship between any two features exist if their relationship
varies from one part of the map to another. The process involved in the
topographic maps has been outlined by Ojo, Ologe and Ezechukwu (1992),
WAEC Chief Examiner‟s Report (2004) revealed that most candidates had
determine the intervisibility nor establish the relationship between relief and
transportation network. Candidates were also not able to give valid reasons for
the sparse population of the mapped area (P.76). In 2005, the WAEC Chief
Examiner‟s Report has it that most candidates could not identify simple
features on the topographic map (P. 75). Also, the WAEC Chief Examiner‟s
30
Report (2010) points out that most candidates could not identify the given
describing relief and establishing the relationship between relief and settlement
(P. 75). Added to the observations of the WAEC Chief Examiner‟s Report
over the years on geography students‟ areas of poor performance in map work,
Ovenden (2007) points out that distance can be difficult to measure on maps
(1997) posits that assessment refers to all activities teachers use to help students
learn and to guage students‟ progress. Also Earl (2003) submits that
teachers to determine to what extent the learners have mastered the internded
formative assessment enables the teacher to watch students and guage them
1997). Also, Palomba and Banta (1999) opine that formative assessment is
individual learners and the class. This implies that formative assessment is
William (1998) is the final test of how well a student has learnt a block of
work. Again, Earl (2003) submits that summative assessments are evaluative.
form of questioning which may have more than one correct answer.
32
Theoretical Framework
Theory of Instruction
and the sequences used for materials presentation. The theory of instruction
was propounded by Jerome. S. Bruner. The theory holds that there are three
experiences and contexts that make the student willing and able to learn.
(Bruner, 1966). The proponents of the theory of instruction include Jean Piaget
and Sticht, T.G. The critics of the theory are Edwin Guthrie and Lowell, E.L
among others.
33
the map work concepts. This is because, if the lessons are made learner-
used as a criteria for teaching new map, work concepts to them. Previous
link up new ideas. The structuring and sequencing of knowledge inherent in the
mastery of the map work concepts. Mastery of structure instills in the learner
The information processing theory holds that human beings process the
information they receive rather than respond merely to stimuli. The theory
informs that the mind is responsible for analyzing information from the
A. The theory has four fundamental assumptions (Pillars). These pillars are
34
Also, the theory presents three structures of information processing. These are
1956). Information is first received, stored and retrieved when needed. The
Moles and Friedrich Hayek. The theory has been criticized for its inability to
explain how the process works. Clark R.A. is one of the front-line critics of this
theory.
concepts. If the students sharpen their listening ability and develop the habit of
selective attention, it will help in the proper encoding of map work concepts.
that only one required channel takes priority (Ngwoke, 2004). Conscious
efforts are made to store and retrieve information in both the short-term and
long-term memories. This implies that students should make conscious effort to
store and retrieve information on map work concepts in both the short-term and
Empirical Studies
The population of the study was all the SS111 Geography students in Delta
State. The study used a case study research design. A sample of seven hundred
(700) students was used for the study while a structured questionnaire was the
instrument used for data collection. The instrument was validated by three (3)
The data analysis was done using percentage. The findings of the study show
that 60.7% of the sample students find map work concepts that involve
The study used the descriptive survey research design. The instrument for data
sample of 360 senior secondary geography students. The analysis was done
using percentage mean. The findings of the study reveal that an average of
59.5% failure was recorded in seven (7) out of the thirteen (13) map reading
Amosun and Oderinde (2004) carried out a research to find out the
Performance of Male and Female Students in Map Work in Urban and Rural
Schools of Ogun State. The population of the study was made up of all the SS
III geography students in the chosen two local government areas of Ogun State.
A sample of two hundred and forty (240) students was used for the study. The
data was collected using the Map Work Achievement Test (MWACT). The
instrument has a reliability coefficient of 0.80. The data collected was analyzed
using the mean, standard deviation and t-test. The result of the analysis shows
students in map work. In fact, the study presented a mean and standard
deviation scores of 18.4, 2.02 and 18.4, 2.12 for male and female students
respectively.
descriptive survey research design was design for the study. The population of
the study was made up of 1, 998 SS III Geography students while the sample of
37
the study was 800 students. The sample comprised four hundred (400) male
and four hundred (400) female students. It was drawn through a multi-staged
(MRAT) was the instrument used for data collection and it has a reliability
index of 0.76. The data collected was analyzed using mean, standard deviation
The materials reviewed for the study were journal articles test books and
WAEC Chief Examiner‟s Reports. The studies show that students‟ performance
in map reading and interpretation over the years is poor. Specifically, the
that most students could not correctly identify simple features on topographic
Geography students performed poorly in most map work topics. On gender and
the assessment of difficult concepts in secondary school map work. Thus, this
study is timely in order to obtain data on the extent students find map work
CHAPTER THREE
RESEARCH METHOD
This chapter describes the; Design of the study, Area of the study,
Population of the study, Sample and sampling technique, Instrument for data
The design used for this study is the descriptive survey research design.
This research design suits this study because it aims at systematically collecting
in relation to the population by studying only a part of the population. Thus, the
enable the researcher to collect data from a sample of the population. Also, the
analysis of the data got from a sample of the population will be generalized to
The study was carried out in Nsukka Education Zone in Enugu State.
Nsukka, Igbo-Etiti and Uzo-Uwani local government areas. The area of study
study was chosen because some SS III geography teachers in the area have
observed that a good number of the SS III geography students have low
achievement in map work generally and particularly in map work aspects that
involve calculation.
the fifty eight (58) public secondary schools in Nsukka Education Zone. It is
made up of 2, 475 (1,284 males and 1,191 females) SS III Geography students
The sample for this study was made up of 250 (125 males and 125
females) SS III Geography students drawn randomly from ten (10) selected
To avoid bias, the simple random sampling technique was used to select
the secondary schools from which the sample of the study was drawn. This is
because the simple random sampling technique gives each element of the
population equal and independent chance of being part of the sample. The
population.
The instrument used for this study was a Map Work Achievement Test
(MWAT). The test consists of a fifty (50) structured response diagnostic test
items spanning the entire contents of secondary school map work. The
structured test items are of the supply type which demands a word, statement or
sentence as answers. The test items were developed in such away that every
topic in map work was covered to test students‟ knowledge in different areas of
map work.
After developing the Map Work Achievement Test (MWAT) used for
data collection, it was given to two secondary school Geography teachers in St.
Cyprian‟s Girls and Special Science Secondary Schools, Nsukka and two
evaluated the extent to which the items in the instrument measure what they
42
Reliability of Instrument
To ensure the reliability of the items in the instrument, it was first trial
out side the sample (in Owerri, Imo State). The information collected after the
trial testing helped the researcher clarify the items in the instrument as well as
test.
the assistance of the Geography teachers of the selected schools. The test
The mean and standard deviation were used to establish the extent to
which the students find the questions in MWAT difficult. Mean scores of 4.0
and above were regarded as not difficult while mean scores of less than 4.0
were considered as difficult. The hypothesis formulated was tested using the t-
test statistics. This was used to find out if there is a significant difference in the
map work concepts found difficult by the male and female SS III Geography
students.
44
CHAPTER FOUR
RESULTS
This chapter presents and describes the results of the study according to
research questions and hypothesis.
Research Question 1
What are the difficult concepts associated with map work in geography
among senior secondary school students?
Table 1: Mean scores and standard deviations on the difficulty of concepts
associated with map work in geography among senior secondary school
students.
S/N Topics Marks Mean Standard Decision
Obtainable Score Deviation
1 Scale 10 4.2 2.82 Not difficult
2 Direction and 6 2.7 1.74 Difficult
Bearing
3 Gradient 8 3.14 2.10 Difficult
4 Measurement of 10 5.4 3.55 Not difficult
Distance
5 Map Enlargement 8 4.6 2.50 Not difficult
and Reduction
6 Section Drawing 10 4.66 3.14 Not difficult
7 Description of 6 3.81 2.27 Difficult
Drainage Features
8 Pattern of 4 2.16 1.46 Difficult
Communication
9 Settlement Pattern 4 2.75 3.75 Difficult
10 Land use on 12 7.32 3.75 Not difficult
Contour Maps
11 Physical Features 12 5.6 3.35 Not difficult
12 Relationships on 6 3.04 2.12 Difficult
Contour Maps
13 Intervisibility 4 2.14 1.46 Difficult
100 3.96 2.44 Difficult
45
Research Question 2
To what extent are the concepts that involve calculation in map work
difficult for senior secondary school students of geography?
Table 2: Mean scores and standard deviations on the concepts that involve
calculation in map work.
S/N Topics Mean Score Standard Decision
Deviation
1 Scale 4.2 2.82 Not difficult
2 Direction and Bearing 2.7 1.74 Difficult
3 Gradient 3.14 2.10 Difficult
Total 3.35 2.22 Difficult
Table 2 shows the mean scores on the extent which the concepts that
involve calculation in map work are difficult for senior secondary school
geography students. The data on the table reveals that the students‟
performance on the map work topics that involve calculation is below average
as shown by an average mean score of 3.35. From their performances on each
topic, it can be observed that performance on direction and bearing is the
poorest with a mean and standard deviation of 2.7 and 1.74 respectively.
46
Gradient has a mean score of 3.14 and standard deviation of 2.10 while scale
has a mean score of 4.2 and standard deviation of 2.82.
Research Question 3
To what extent are the concepts associated with measurement in map
work difficult for students of senior secondary school geography?
Table 3: Mean scores and standard deviation on the concepts associated with
measurement in map work.
S/N Topics Mean Score Standard Decision
Deviation
1 Measurement of 5.4 3.55 Not difficult
Distance
2 Map Enlargement and 4.6 2.50 Not difficult
Reduction
3 Section Drawing 4.66 3.14 Not difficult
Total 4.89 3.06 Not difficult
Table 3 reveals that the students have average performance on the three
map work topics that have to do with measurement. This is shown by the
map enlargement and reduction and section drawing with mean scores and
standard deviations of 4.6, 2.50 and 4.66, 3.14 respectively. The students‟
Research Question 4
To what extent is the description of the characteristics of different
features on topographic maps difficult for senior secondary school geography
students?
47
Table 4: Mean scores and standard deviations on the extent students find the
description of the characteristics of different features on topographic maps
difficult.
S/N Topics Mean Score Standard Decision
Deviation
1 Pattern of 2.16 1.46 Difficult
Communication
2 Settlement Pattern 2.75 1.48 Difficult
3 Land use on Contour 7.32 3.75 Not difficult
Maps
Total 4.08 2.23 Difficult
The data on Table 4 shows that generally the students performed slightly
topographic maps with an average mean score of 4.08. From their performance
settlement pattern, the students obtained mean scores and standard deviations
of 2.16, 1.46 and 2.75, 1.48 respectively. On land use on contour Maps, the
Research Question 5
To what extent is the understanding of the representations of various
land form features in map work difficult for senior secondary school geography
students?
48
Research Question 6
To what extent is the description of relationships on topographic maps
difficult for senior secondary school students of geography?
Table 6: Mean scores and standard deviations on the extent which students find
description of relationships on topographic maps difficult.
S/N Topics Mean Score Standard Decision
Deviation
1 Relationships on 3.04 2.12 Difficult
Contour Maps
2 Intervisibility 2.14 1.46 Difficult
Total 2.59 1.79 Difficult
49
The data on Table 6 reveals that generally, the students have a poor
an average mean score of 2.59. From their performance on each topic, it can be
obtained a mean score and standard deviation of 2.14 and 1.46 respectively.
Hypothesis
There is no significant difference in the mean achievement on difficult
concepts in map work between SSIII male and female senior secondary school
geography students.
Table 7: Summary of t-test on the difference in the mean achievement on
difficult concepts in map work between SSIII male and female senior
secondary school geography students.
Gender N Mean Standard t-value df Sig. Remarks
Score Deviation
Male 125 49.46 14.00 Not
Female 125 48.82 15.09 0.35 248 1.645 Significant
work in geography. The mean score and standard deviation of the male students
are 49.46 and 14.00 while the mean score for the female students is 48.82 and
the standard deviation is 15.09. From the table, the calculated value of t = 0.35
p<1.645. This shows that performance in map work between male and female
mean achievement on difficult concepts in map work between SSIII male and
female Geography students. This is consistent with the findings of Amosun and
Oderinde (2004).
CHAPTER FIVE
DISCUSSION OF RESULTS
Discussion of Results
The discussion is organized under the following sub-headings:
1. Extent of difficulty of the concepts associated with map work in
geography.
2. Extent of difficulty of the map work concepts that involve calculation.
3. The extent of difficulty of the map work concepts associated with
measurement.
4. The extent of difficulty in the description of the characteristics of
different features on topographic maps.
5. The extent of difficulty in the understanding of the representations of
various land form features in map work.
6. Extent of difficulty in the description of relationships on topographic
maps.
the test. However, performances on each topic indicate that on Direction and
Maps and Physical features, the students‟ achievement was above average. The
findings are consistent with the WAEC Chief Examiner‟s Report 2004 and
2005 on Relationship s and Contour Maps and Intervisibility which holds that
most candidates could not determine the intervisibility between given points
nor establish the relationship between relief and transportation. The findings,
however, differs with the above mentioned WAEC reports on the students‟
concepts that involve calculation was below average. This finding agrees with
the views of Mansaray and Ajiboye (1994), Amosun (2002) and WAEC
(2005). They observed that map reading is found difficult because it makes use
of graphs, symbols and calculations. Their views are not far from the findings
of this research work which has found that students transfer the fear of
average disagrees with the WAEC Chief Examiner‟s Report (2004). The report
has it that candidates had inadequate knowledge of section drawing. Again, the
view of Ovenden (2007) which holds that distance can be difficult to measure
on maps.
topographic map is above average. This agrees with the report of the WAEC
Chief Examiner‟s Report (2010). The report has it that the candidates
performed better on the description of the settlement pattern and land use.
features is below average. This findings agrees with WAEC Chief Examiner‟s
55
Report (2005). The report holds that most candidates could neither determine
transportation network.
Conclusion
From the results obtained on the assessment of difficult concepts in map
work among senior secondary school students in Nsukka education zone, the
1. The students find map work concepts on scale, Direction and Bearing,
7. Both the male and female SSIII geography students have the same
study indicate that the students averagely find the map work concepts difficult.
This implies that more effort should be put in to ensure high level achievement
in map work.
The study also revealed that there were variations on the extent of
Bearing, Gradient, Section Drawing and Physical features was below average
while performance on the other topics, generally, was average. The implication
is that some concepts in map work are more difficult than the others.
The findings of the study show that the students‟ worst achievement was
on the concepts that involve calculation in map work. This implies that most of
Recommendations
Based on the findings of the study, the researcher makes the following
recommendations.
1. The teaching and learning of map work should be practical oriented to
2. The geography teachers should pay more attention to the map work
following:
1. In a few sample schools, the students were not allowed to exhaust the
among senior secondary school students in Nsukka education zone. Thus, the
need for this research work was to find out the difficult concepts in map work.
58
Evaluation research design was used for the study. Related literatures were
reviewed and their findings noted. The sample consisted of ten (10) secondary
schools and two hundred and fifty (250) SSIII geography students. The
developed Map Work Achievement Test (MWAT) was used as instrument for
data collection. Four experts, two geography teachers and two Measurement
and Evaluation experts validated the instrument. The reliability of 0.77 for the
Prophesy Formula). Six research questions and one null hypothesis were posed.
Mean and standard deviation were used to answer the research questions while
the t-test was used to test the null hypothesis formulated at 0.05. The following
1. The students find map work concepts on scale, direction and bearing,
2. The students performed below average on the map work concepts that
involve calculation.
7. Both the male and female SSIII geography students have the same
achievement on map work concepts.
These findings formed the basis for the discussion and educational
REFERENCES
Amosun, P.A. and Oderinde, F.O. (2004). Performance and Attitude of Male
and Famel Students in Physical Geography in Urban and Rural Schools of
OgunState. Retrieved September 2,2011 from
http/ajeduionline.org/AJEDUI/11.rtf.
Black, P and William, D (1998). Inside the Black Box: Rising Standard through
Classroom Assessment. Retrieved August 31,2011 from
www.PDKintl.org.
English, V.H. (2009). „Map’ Microsoft (B) Encarta (R) 2009 (DVD) WA:
Microsoft Corporation.
Martin, G.J and Thompson, J.H. (2009). “Geography” Microsoft (R) Encarta
(R) 2009 (DVD) WA: Microsoft Corporation.
Miller, G.A (1956). The Magical Number Seven, Plus or minus Two, some
Limits on our Capacity for Processing Information. Retrieved September
2, 2011 from http.//www.musanim.com/miller1956.
Nimako, D.A. (1999). Map Reading for West Africa. Edinburgh: Pearson
Education Ltd.
Ojo, S.O, Ologe, K.O. and Ezechukwu, F.C. (1992). Count down to Senior
Secondary School Certificate Examination Geography. Lagos: Evans
Brothers Nigeria Publishers Ltd.
Appendix I
Dear Sir/Madam,
Yours faithfully
Okereafor Nnawugwu
PG/M.ED/08/49957
65
Appendix II
6,400
9,750 x 11,050
6,400
98.74 x 105.11
6400
0.62
10,378
2 1 2 . 12
11
1 12 . 12
2 x 0.62
1 0.62
1.24
1.62
0.77
69
Appendix III
Appendix IV
Scale
Class True limit Class F FX
XX
2
X X F X X 2
interval mark
(X)
0–4 - 0.5 -4.5 2 149 298 -2.2 4.84 721.16
5–9 4.5 – 9.5 7 92 644 2.8 7.84 721.28
10 – 14 9.5 -14.5 12 9 108 7.8 60.84 547.56
250 1,050 1,990
fx 1050
X
f 250
X 4.2
f ( x x) 2 1,990
SD
n 250
7.96
SD 2.82
X
fx 676
f 250
x 2.7
SD
f ( x x) 2
760.14
n 250
3.04
SD 1.74
Gradient
Class True limit Class F FX
XX
2
X X F X X 2
interval mark
(X)
0–4 - 0.5 – 4.5 2 193 396 - 1.4 1.30 250.9
5–9 4. 5 – 9.5 7 57 399 3.86 14.9 849.3
250 785 1,100.2
fx 785
X
f 250
X 3.14
f ( x x) 2 1,100.2
SD
n 250
4.40
SD 2.10
Measurement of Distance
Class True limit Class F FX XX
2
X X F X X 2
interval mark
(X)
0–4 - 0.5 – 4.5 2 105 210 - 3.4 11.56 1, 213.8
5–9 4. 5 – 9.5 7 96 672 1.6 2.56 245.76
10 – 14 9.5 – 14.5 12 39 468 6.6 43.56 1, 698.84
250 1, 350 3, 158.4
74
fx 1350
X
f 250
x 5.4
f ( x x) 2 3,158.4
SD
n 250
12.63
SD 3.55
interval mark
(X)
0–4 - 0.5 – 4.5 2 120 240 - 2.6 6. 76 811.2
5–9 4.5 – 9.5 7 130 910 2.4 5.76 748.8
250 1, 150 1, 560
fx 1,150
X
f 250
X 4.6
f ( x x) 2 1560
SD
n 250
6.24
SD 2.50
Section Drawing
Class True limit Class F FX XX
2
X X F X X 2
interval mark
(X)
0–4 - 0.5 – 4.5 2 135 270 - 2.66 7. 08 955.8
5–9 4.5 – 9.5 7 97 679 2.34 5.48 531.56
10 – 14 9.5 – 14.5 12 18 216 7.34 53.88 969.84
250 1, 165 2, 457.2
75
fx 1,165
X
f 250
X 4.66
f ( x x) 2 2, 457.2
SD
n 250
9.83
SD 3.14
3. Mean scores and standard deviations on the extent students find the
description of the characteristics of different features on topographic map
difficult.
Pattern of Communication
Class True limit Class F FX
XX
2
X X F X X 2
interval mark
(X)
0–2 - 0. 5 – 2.5 1 153 153 - 1.16 1.35 206.55
3–5 2. 5- 5.5 4 97 388 1.84 3.39 328.83
250 541 535.38
fx 541
X
f 250
X 2.16
f ( x x) 2 535.38
SD
n 250
2.14
SD 1.46
Settlement Pattern
Class True limit Class F FX X X
2
X X F X X 2
interval mark
(X)
0–2 - 0.5 – 2.5 1 104 104 - 1.75 3.06 318.24
3–5 2.5 – 5.5 4 146 584 1.25 1.56 227.76
250 688 546
76
fx 688
X
f 250
X 2.75
f ( x x) 2 546
SD
n 250
2.18
SD 1.48
fx 1,830
X
f 250
X 7.32
f ( x x) 2 3,523.88
SD
n 250
14.10
SD 3.75
fx 952
X
f 250
X 3.81
f ( x x) 2 1,287.35
SD
n 250
5.15
SD 2.27
Physical Features
Class True limit Class F FX
XX
2
X X F X X 2
interval mark
(X)
0–4 - 0.5 – 4.5 2 101 202 - 3.6 12.96 1, 308.96
5–9 4.5 – 9.5 7 118 826 1.4 1.96 231.28
10 – 14 9.5 – 14.5 12 31 372 6.4 40.96 1, 269.76
250 1, 400 2, 810
fx 1400
X
f 250
X 5.6
f ( x x) 2 2,810
SD
n 250
11.24
SD 3.35
78
5. Mean scores and standard deviations on the extent which students find
description of relationships on topographic maps difficult
Intervisibility
Class True limit Class F FX X X
2
X X F X X 2
interval mark
(X)
0–2 - 0.5 – 2.5 1 155 155 - 1.14 1.30 201.5
3–5 2.5 – 5.5 4 95 380 1.86 3.46 328.7
250 535 530.2
fx 535
X
f 250
X 2.14
f ( x x) 2 530.2
SD
n 250
2.12
SD 1.46
79
Appendix V
T-test calculation of the achievement of male and female geography students in
MWAT
Male
Class True limit Class F FX
XX
2
X X F X X 2
interval mark
(X)
70 - 79 69.5 – 79.5 74.5 16 1,192 25.04 627.00 10,032
60 - 69 59.5 – 69.5 64.5 10 645 15.04 226.20 2,262
50 - 59 49.5 – 59.5 54.5 32 1,744 5.04 25.40 812.8
40 - 49 39.5 – 49.5 44.5 40 1,780 - 4.96 24.60 984
30 - 39 29.5 – 39.5 34.5 16 552 - 14.96 223.80 3580.8
20 - 29 19.5 – 29.5 24.5 11 269.5 - 24.96 623.00 6,853
125 6,182.5 24,524.6
fx 6,182.5
Xm 49.46
f 125
24,524.6
SD m 196.20 14.00
125
N m 125
Female
Class True limit Class F FX
XX
2
X X F X X 2
interval mark
(X)
70 - 79 69.5 – 79.5 74.5 16 1,192 25.68 659.46 10,551.36
60 – 69 59.5 – 69.5 64.5 18 1,161 15.68 245.86 4.425.48
50 – 59 49.5 – 59.5 54.5 16 872 5.68 32.26 516.16
40 – 49 39.5 – 49.5 44.5 44 1,958 - 4.32 18.66 821.04
30– 39 29.5 – 39.5 34.5 16 552 - 14.32 205.06 3,280.96
20 – 29 19.5 – 29.5 24.5 15 367.5 - 24.32 591.46 8,871.9
125 6,102.5 28,466.9
80
fx 6,102.5
Xf 48.82
f 125
28,466.9
SD f 227.74 15.09
125
N f 125
X m X
t
f
2 2
S m S f
nm nf
49.46 48.82
142 15.092
125 125
0.64
196 227.70
125 125
0.64
1.57 1.82
0.64
3.39
0.64
1.84
t 0.35
df n m n f 2
125 125 2
250 2
248
table value of t at 0.05 1.645