Why Secondary School Geography Students Perform Poorly in External Examinations

被引：3
|
作者：
Eze, Emmanuel [1 ]
机构：
[1] Univ Nigeria, Fac Educ, Social Sci Educ Dept, Geog & Environm Educ Unit, Nsukka, Nigeria
来源：
JOURNAL OF GEOGRAPHY | 2021年 / 120卷 / 02期
关键词：
Grounded theory methodology; RQDA; WAEC chief examiners reports; poor achievement; geography education;
D O I：
10.1080/00221341.2020.1860114
中图分类号：
P9 [自然地理学]; K9 [地理];
学科分类号：
0705 ; 070501 ;
摘要：
The perpetual decline of students' performance in external geography examinations necessitated this enquiry to identify causes of failure reported by examiners. This study, therefore, adopted a qualitative approach to analyze West African Examination Council (WAEC) chief examiners' reports from 2008 to 2018 to extract vital information on why Nigerian students perform poorly in geography, using the grounded theory methodology and RQDA for data analyses. Poor map work, inadequate preparation and scanty explanation of points were identified. Ideal geography teachers ought to be multiplied in schools, with the utilization of relevant instructional resources and student-centered teaching strategies for improvements.
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页码：51 / 60
页数：10
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