COMPARATIVE ANALYSIS OF ACADEMIC PERFORMANCE OF GEOGRAPHY IN JUNIOR SECONDARY SCHOOL. (A CASE STUDY OF ENUGU NORTH))
INTRODUCTION
1.1 Background of the study
Individual growth is the primary goal of all teaching-learning interactions, and this goal is usually met by ensuring that students acquire the necessary knowledge, beliefs, and abilities to function in a specific manner. In order to ensure a successful teaching-learning process, it is necessary to have someone on hand to supervise the teaching process.
When it comes to achieving targeted outcomes, the syllabus and curriculum structure must be given specific attention and significance When every school has a curriculum framework in place, there will be a positive shift in the learner’s behavior that signifies that learning has occurred.
There are a variety of ways in which human civilizations educate their children; some use informal methods such as word of mouth to instill moral ideals and good manners, while others rely on formal methods such as a well-established system certified by the ministry of education.
Regardless of the environment in which learning takes place or the approach used, a variety of elements combine to bring about stable and permanent changes in behavior. Others favor more traditional ways of inculcating such desired qualities.
A comparative analysis of secondary school geography grades in Nsukka, Enugu, and Obollo-Afor, three of Enugu State’s six major educational zones is the goal of this research.
These three variables, learner, teacher, and learning environment, will also be examined in this study because learning can only take place when there is a learner, and the learner must be ready for it. As a result, when a student is unable to learn because of a medical condition or a lack of motivation, the educational process suffers.
Because of this, the teaching-learning environment must be conducive to learning as well as the other characteristics indicated. Schools are more than just places where students can learn to read and write; they are places where students can obtain a whole education.
It is essential that schools have adequate facilities and resources to ensure that learners gain the desired abilities, but if the school environment is poor or missing in the materials needed for optimal learning, these goals will not be met.
Classroom space, a curriculum system, experienced teachers, and teaching and learning equipment including text books, boards, chalks, and visual aides are all necessary for effective teaching and learning.
Despite the fact that the state primary Education Board oversees all primary schools in Nsukka, Enugu, and Obollo-Afor, there are significant disparities in secondary school pupils’ knowledge of geography across the three educational zones.
An investigation on the value of secondary school facilities and equipment in the study area was conducted as part of this research. a lack of primary resources, such as infrastructure and equipment
Schooling in these three educational zones is a major hindrance to the high academic achievement of secondary school students. We decided to conduct a study to see how children in public and private schools in three distinct educational zones perform on geography tests because of these reasons.
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TABLE OF CONTENT
Title page- – – – – – – – – i
Approval page – – – – – – – -ii
Dedication – – – – – – – – -iii
Acknowledgement – – – – – – – -iv
Abstract – – – – – – – – – -v
Table of content – – – – – – – -vi
CHAPTER ONE
INTRODUCTION – – – – – – – -1
1.0 Background of the study – – – – -1
1.1 Statement of the problem – – – – -5
1.2 Purpose of the study – – – – – -6
1.3 Significance of the study – – – – -8
1.4 Research questions – – – – – -9
1.5 Scope of the study – – – – – – -10
CHAPTER TWO
LITERATURE REVIEW – – – – – – -11
CHAPTER THREE
Research methodology – – – – – – -39
Design of study – – – – – – – -40
CHAPTER FOUR
Presentation, analysis and interpretation of data – -48
CHAPTER FIVE
Summary of findings – – – – – – -60
Conclusion – – – – – – – – -61
Recommendations – – – – – – – -62
Suggestions for further research – – – – -64
References – – – – – – – – -65
Appendix I – – – – — – – – -68
Questionnaire. – – – – – – – -69
COMPARATIVE ANALYSIS OF ACADEMIC PERFORMANCE OF GEOGRAPHY IN JUNIOR SECONDARY SCHOOL. (A CASE STUDY OF ENUGU NORTH))
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