Effect of Field-Trip Strategy on Achievement in Geography Concepts among Rural and Urban Secondary School Students in Adamawa State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026524Abstract
This study investigated the effect of Field-Trip Straregy on academic performance of geography students among secondary schools of Adamawa State, Nigeria. Two research questions and two hypotheses. The study adopted a quasi-experimental research design with pretest and posttest. The population consisted of 12,366 SS II students, with a sample size of 240 senior secondary school (SSII) students offering geography from four secondary schools. The experimental group was taught using field trip teaching strategy while the control group was taught using lecture method. The instrument for data collection was Geography Achievement Test (GAT), comprising 50 items with a reliability value of 0.71. Research question was answered using descriptive statistics of mean and standard deviation, while hypothesis was tested at 0.05 level of significance using ANCOVA. The study shows that school location has significant effect on students' academic performance F=481.03(df 1,239), P ≤ 0.05. Also, there is no significant effect of gender on students’ performance in Adamawa state. The study recommends that schools in rural areas should be equipped with furniture, teachers and facilities to facilitate students' academic performance. Geography teaching and learning should encouraged students' participation in field trips in secondary schools.
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