Why Secondary School Geography Students Perform Poorly in External Examinations
Bibliographic Data
| ID | 21348710 |
|---|---|
| Authors | Emmanuel Eze (0000-0003-2007-2696, University of Nigeria, corresponding author) |
| Year | 2021 |
| Volume | 120 |
| Issue | 2 |
| Pages | 51-60 |
| Publication date | 2021-03-04 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Geography (JOURNAL) |
| Journal identifiers | ISSN: 0022-1341 • E-ISSN: 1752-6868 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00221341.2020.1860114 |
| OpenAlex | W3123470587 |
| Language | EN |
| Citations received | 3 |
| References cited | 12 |
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
Geography · Ideal (ethics) · Mathematics education · Pedagogy · Political science · Sociology · Work (physics) · Educational Assessment and Pedagogy · Educator Training and Historical Pedagogy · Engineering · Geography Education and Pedagogy · Psychology
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| Unique citing works | 3 |
|---|---|
| Citations per year | 0.6 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |