Students' Perception of Physical Geography

CERTIFICATION
This is to certify that this research work entitled “Secondary schools students’
perception towards physical geography in the Buea municipality” was carried out
by NKWENTI FRANKLINE (ED13A083), in the department of curriculum
studies and teaching, Faculty of Education University of Buea under my guidance
and supervision.
Sign________________________Date __________________ ______
Mr.Charly .R. Nyugap
(Project Supervisor)
DEDICATION
This work is dedicated to my love one Wirba HenriattaYarayen.

ACKNOWLEDGEMENTS
I would like to thank God for granting me the wisdom and courage to successfully
complete this work
I wish to acknowledge too the effort and support of my supervisor, Mr. Charly R.
Nyugap for the professional assistance and motivation he gave, during the research
period. I have come from a simple research topic to expansive work through his
guidance. My gratitude also goes to some lecturers in the faculty of Education who
also gave moral support that enabled this project research to be successful. I am
grateful and may God bless them.
I also thank my family for supporting my idea to pursue this course and it is my
sincere hope that their effort will finally pay off.
I wish to finally express my gratitude to all those who, in one way or another,
contributed directly or indirectly towards the completion of this project.
ABSTRACT
The purpose of the study was to investigate the factors that influence Secondary
schools Students’ perception towards physical geography in the Buea municipality.
The objectives of the study were to examine ways in which the teaching/
learning resources influence students’ perception towards physical geography,
determine how teachers’ attitude influence students perception towards physical
geography, determine the extent to which teaching methods or techniques
influence students’ perception towards physical geography, and determine the
extent to which the learning environment influences students’ perception towards
physical geography. The study targeted 03 secondary schools in the Buea
municipality and 75 Students. The study adopted a descriptivesurvey research
design. The design was appropriate for the study because the researcher was
studying events and circumstances, which had already occurred, and as they exist
in schools. The study sample size (n) was 75 students from one public, one mission
and one lay private secondary schools in the Buea municipality. The researcher
therefore selected 03 Secondary Schools using random sampling procedure. The
study analysis used qualitative approach where data was extracted from the
questionnaire for analysis. The findings of this study reveal that; Teaching/learning
resources, teachers’ teaching attitude, teaching methods or techniques and the
learning environment greatly influence Secondary schools students’ perception
towards physical geography in the Buea municipality. The findings of the study
and presented recommendations recommends that learning resources should be
adequate and readily available for both the students and teachers for study, the
teaching methodology should be well diverse to cater for the needs of the students.
Reading before class improves on the students’ attitude towards the subject and it
is a way of utilizing the learning resources such as books provided by the school
hence influencing students’ perception towards physical geography. The study
equally affirms andrecommends that teaching and learning resources influences
students perceptionthus schools should provide the best resources and teaching
methodologies in influencing the students’ and teachers attitude towards the
subject hence a general improvement in perception towardsphysical geography.
TABLEOFCONTENT
Certification ……………………………………………………………………...і
Dedication..........................................................................................................ii
Acknowledgements.......................................................................................iіі
Abstract ...........................................................................................................іv
CHAPTER ONE
INTRODUCTION
1.1 Background to the problem .........................................................................1
1.2 Statement of the problem.............................................................................3
1.3 Purpose of the study....................................................................................4
1.4 Objectives of the study.................................................................................4
1.5 Research questions.....................................................................................5
1.6 Significance of the study............................................................................5
1.7 Limitations of the study.............................................................................6
1.8 Delimitations of the study............................................................................6
1.9. Basic assumptions of the study...................................................................6
1.10 Definitions of significant terms ................................................................6
CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction......................................................................................................8
2.2 Conceptual framework of the study ………………….................................8
2.3 Theoretical review of the study ………………………..................................11
2.4 Empirical literature……………………………….......................................15
2.5 A summary of the literature review..……...................................................25
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction..................................................................................................27
3.2 Research design ...........................................................................................27
3.3 Area of study….……….................................................................................27
3.4 Population of the study....................................................................................28
3.5 Sample size and sampling technique...............................................................28
3.6 Instruments for data collection..................................................................29
3.6.1 Validation of instrument.........................................................................29
3.6.2 Methods of data collection...…...............................................................29
3.7 Administration of instrument....................................................................30
CHAPTER FOUR
DATA ANALYSIS, INTERPRETATION AND DISCUSSION
4.1 Introduction...............................................................................................31
4.2 Analysis of Research Question One..........................................................31
4.3 Analysis of Research Question Two….....................................................32
4.3.1 Analysis of research question three.......................................................34
4.3.2 Analysis of Research Question Four………..........................................35
CHAPTER FIVE
DISCUSSION, CONCLUSION, IMPLEMENTATIONS AND

RECOMMENDATIONS
5.1 Discussion of findings...............................................................................36
5.2 Conclusion................................................................................................37
5.3 Limitation of the Study............................................................................38
5.4 Recommendations ....................................................................................38
5.5 Suggestion for further studies...................................................................39
5.6 Summary…………………………………………………………………….40
References .......................................................................................................41
Appendices(questionnaire)…………….………………………………………..43
CHAPTER ONE
INTRODUCTION
This chapter comprises the background to the study, statement of the problem,
purpose of the study, objectives of the study, research questions, and significance
of the study, limitation of the study, delimitation of the study, basic assumptions of
the study, definition of significant terms and organization of the study.
Background to the problem
Egunyomi (2006) infers that education has been universally recognized as the key
to sustainable development, and the enhancement of human welfare. Similarly, the
World Bank (2003) as quoted by Egunyomi (2003) observed that; education is
development; it creates choices and opportunities for people, reduces poverty and
diseases. For nations, it creates a dynamic workforce and well informed citizens
able to compete and cooperate globally, opening doors to economic and social
prosperity. Physical Geography is one of the subjects learned by students during
formal education.
Fellman et al (2005) outlined relevance of physical geography as a discipline of

great repute. According to Sifuna and Kiragu (1988), the highest priority in the
entire education sector has been the area of secondary education. According to
World Bank (1990), secondary education is crucial to development because it
provides learners with a bridge to highest education as it prepares them for
employment and enables them to continue learning through their life time.
Olouch (1982) observes that elective subjects should be made available as this is
one of the best ways of taking care of variations in schools and making education
relevant to more people. Geography is one of such subjects in secondary school
curriculum, however, it has been noted that, its enrolment in secondary schools has
been comparatively declining more especially physical geography in relation with
other subjects such as; Religion and History. The primary purpose of this study
therefore is to investigate factors which are currently influencing the perception
towards physical geography in the Buea municipality.
Thomas (1961) observed that the recipe for making geography and physical
geography in specific interesting and even fascinating is simple. All that is required
is thoroughly human subject matter presented from child’s point of view,
supplemented with as much illustrative materials and spiced with teacher’s
enthusiasm. Teacher ability to deliver content depends not only on his qualification
but also the in-service courses which keep him up to date with the new
development in the subjects, teaching methodology and not limited to information
technology.
A study by Douglas (1964) indicated that parental encouragement was the most
important single factor that accounts for the improvement of child’s perception
towards a subject.
Geography is fundamentally interdisciplinary subject. It is one of the few

disciplines that encompass very different ways of knowing from the natural and
social sciences and humanities.
This study tries to find out factors which are currently influencing students’
perception towards physical geography in some selected secondary schools in the
Buea municipality.
This study is based on the concept that geographical thought develops knowledge
and understanding from the three complementary concepts;
The first is the concept of place. Geographers explore what places? How people
shape places and how places shape our lives.
The second concept is environment. Geographers investigate biophysical
environment encompassing terrestrial, marine and atmospheric systems. These
investigations include the nature, dimensions and causes of environmental change.
The third concept is space. Geographers examines how, why and with what effects
diverse phenomena vary across the surface of the earth.
Statement of the problem
Physical geography is a branch of geography which is concern with the scientific

study of the natural features of the earth surface, especially in the current aspects
including land formation, climate, currents and description of flora and fauna.
However, the teaching/learning of this branch of geography remains a challenge to
both teachers and students, as students do not score well questions in this section of
geography. It is noted that, the enrolment is very low as students tend to shy away
from this section. This is evidence after a comparison made between other subjects
like Religion and History. Could this be probably because the teaching/learning
resources influence students’ perception towards physical geography? Could it be
as a result of the teachers’ teaching attitude? Could it be as a result of the teaching
methods or techniques employed? Or could it be as a result of the learning
environment? This study therefore seeks to find out if these factors and others
influence students’ perception towards physical geography.
Purpose of the study

The purpose of the study is to investigate the factors that influence secondary
school students’ perception towards physical geography in the Buea municipality,
Cameroon.
Objectives of the study
The objectives of this study are both general and specific.
General objectives
This study examines secondary schools students’ perception towards physical

geography in the Buea municipality.
Specific objectives
This study seeks to;
• Examine ways in which the teaching/learning resources influence students’

perception towards physical geography.
• Determines how teachers’ attitudes influence students’ perception towards

physical geography.
• Determine the extent to which teaching methods or techniques influence

students’ perception towards physical geography.
• Determines the extent to which the learning environment influences students’

perception towards physical geography.
Research questions
• How do the teaching/learning resources influence students’ perception towards

physical geography?
• In what ways does teachers’ teaching attitude influence students’ perception

towards physical geography?
• To what extent does teaching methods or techniques influence students’

perception towards physical geography?
• In what ways does the learning environment influence students’ perception

Significance of the study
The findings of this proposed study may have both theoretical and practical
implementations for future of geography (physical geography in specific) in the
country. The study have also the practical significance because, it may leads to the
improvement of strategies for the implementations of physical geography
education by identifying the strength and constrains in the implementation process.
To the Ministry of Secondary Education, the study could be of immediate benefit

in the formation of future policies aimed at enhancing students’ perception towards
the subject.
Similarly, the results of this study would enlighten the curriculum developers,
teachers, specifically to re-examine their teaching methods, improve curriculum for
pre-service and preparing for in-service course in physical geography teachers.
On the overall, the study forms a base on which others can develop their studies.
Limitation of the study

There is one main limitation to this study. A questionnaire develop in this research
is use to identify factors influencing secondary schools students’ perception
towards physical geography. The questions may not be exhaustive enough to
solicit for other important information best for the study
.Delimitation of the study (scope)
According to Nyagah (1995) a delimiting factor is a purposive and a conscious

action by a researcher aimed at making the research manageable. Therefore,
delimitations are the boundaries of the study. In this study, I involved secondary
schools students in the Buea municipality, Cameroon.
Basic assumptions of the study
• That the enrolment of students of physical geography is a measure of

students’ perception towards the subject.
• That physical geography plays a major role in determining the career of

students as they leave secondary school to face the world.
Definition of significant terms
The following definitions are provided to ensure uniformity and understanding of

the terms throughout the study.
Perception:The way you think about somebody or something or the ability to see,
hear or become aware of something through the senses
Physical geography: It is branch of geography which is concern with the scientific

study of the natural features of the earth surface, especially in the current aspects
including land formation, climate, currents and description of flora and fauna.
Compulsory subjects: These refer to subjects in the curriculum that students must
enroll for example, Mathematics and English
Elective subjects: these refer to the subjects in the curriculum that are open to
choice by students for example, Geography and History.
Organization of the study
The study is organized into five chapters;
Chapter one consist of a general introduction which contains background of the

study, statement of the problem, purpose of the study, objectives of the study,
research questions, significance of the study, limitation of the study, delimitation
of the study, assumptions of the study, definition of significant terms and the
organization of the study.
Chapter two focuses on literature review, which begins with introduction, follow
by conceptual framework, theoretical framework, and empirical literature and
finally a summary of the literature.
The third chapter deals with research methodology which include; research design,
target population and sampling procedures, research instruments, instrument
validity and reliability, data collection procedures and data analysis techniques.
Chapter four entails data analysis and discussion of research findings.
Chapter five provides a summary of study, conclusion and recommendations.
CHAPTER TWO
LITERATURE REVIEW
Introduction
This chapter presents a review of relevant literature of this study. In this chapter,
the literature is organized into various sections which include; the perceptual frame
work, theoretical framework, empirical literature and finally summary of the
literature review.
Conceptual framework
The belief and perception of students towards a subject have the potential to either
facilitate or hinders learning in a subject (Yara, 2009). The perception of students
towards physical geography in the Buea municipality is as a result of many factors
such as; teaching/learning resources, teacher’s attitude, teaching methods or
techniques and the school environment. The importance of a teacher in the
teaching and learning process is indisputable, since he/she is the main decision
maker in the classroom. In order to successfully carryout teaching, a teacher must
have technical skills, interest and mastery of the subject content and have
theoretical knowledge on learning styles and culture of learners.
Most geography teachers today behave as information providers (Brown 1982),

with the belief that all students are identical and ready to follow same types of
instructions. In most geography lessons, teachers still use old methods of lecture
and drawing diagrams, use of ancient principles to explain current geographical
phenomena, making difficult for students to comprehend. The use of the single
teaching method of graphical representation and cartographing undermined the
need of the different learners in a classroom (visual, audiovisual, and kinestatic).
This reduces students self efficacy and cause perception problem. Most teachers
today are mare repetitors of textbook materials (Baird et al.1991) which reveals the
teacher’s lack of mastery for the subject matter making students to doubt the
teacher. Many topics of physical geography such as coastal landforms, erosion and
weathering require outdoor learning to expose students to self learning
opportunities which increase understanding (Ayelereghe, 1998). But most of the
times, these topics are treated only at the level of theoretical analysis in the
classroom.
The perceptions of students towards a school subject are influenced by the social
status, scope and content of the subject in higher education (Bandura, 1971).
Physical geography is a broad discipline, comprising of many sub branches
(geology, geomorphology, climatology, biogeography, pedology and hydrology)
which uses knowledge from other disciplines, such as biology, chemistry and
physics making it difficult for students to form a holistic and comprehensive
knowledge of the discipline. Most of the topics are based on ancient imaginary
principles and theories such as Continental Drift, Erosion Circles and Plate
Tectonics which are not related to everyday life. The self efficacy of students for a
particular subject can be increased if the content is goal oriented (Hoska, 1993).
Most important words use in physical geography is still in the ancient languages
which were used to coin the words. This makes some ideas and concepts to appear
strange to students making them to doubt the importance of the subject content.
The materials use by teachers to teach their subjects matter at the secondary school
level of our educational system is incontrovertibly a paramount issue in practical
classroom interaction and successful transfer of knowledge from adequate teachers
to the learners. The availability of instructional materials will aid the teachers to
make his or her lessons explicit and understanding to the learners. These materials
include; visual, audiovisual pictures, posters, charts and diagrams.
There are topics such as landslide, flood and earthquake which require the use of
visual device to make the lesson come alive but most of these topics are taught
using the “cause effect” principle due to inadequate instructional materials.
It is said that a professionally qualified teacher would be unable to put his ideas
into practice if the school setting lack the necessary materials for translating his
competence into reality (Franzer and Okebukola, 1992). The lack of adequate
instructional materials will influence students’ perception which will affect the
academic achievements in physical geography. The school environment is an
important stimulant in teaching and learning process of most nature studies
disciplines such as physical geography. The presence of natural features around the
school environment will go a long way to motivate the students to learn what they
can see. Outdoor studies expose students to firsthand experience and self learning
which influences students’ perception towards physical geography.
The conceptual frame work for this study is based on the concept that, secondary
schools students’ perception towards physical geography in the Buea municipality
can be improved. Improving perception therefore depends on changing some of
these influences pedagogically. The challenge is to;
- Get the learners to believe in his or her personal capabilities to successfully

perform a designated task.
- Provides environmental conditions such as instructional strategies and

appropriate technology that improves the strategies and self-efficacy of the
learners.
- Provides opportunities for the learners to experience successful learning as a

result of appropriate action.
Figure2.2 Conceptual frame work
Teaching/ learning resources

Secondary schools students’ perception towards physical geography in the Buea
Municipality
During implementation of physical geography
Teachers’ attitude
Teaching methods or techniques
Learning environment
Theoretical Review
According to Osuola (1982), a theory is an attempt at synthesizing and integrating

empirical data for maximum clarification and unification. According to Cambridge
international dictionary of English (1996), a frame work is a support structure
around which something is built. A theoretical frame work therefore is a theory on
which the topic rest. Learning theories fall into three categories namely;
behavioral, cognitive and constructivist theory. This study prompted me the
researcher to employ the Bandura’s social learning theory, Jean Piaget cognitive
theory and the trait and factor theory.
Social learning theory
According to Bandura (1977), behavior is learnt from the environment through the
process of observational learning. When teachers in the classroom exercise good
morals during instructions, students are motivated to work hard to become like the
teacher too. The conduct of teachers is mostly seen in his methods of teaching.
Bandura further says, behavior can be shaped by reinforcement or punishment. It

happens that during instruction, if a student is been awarded with praise for giving
a right answer to a question, that student works to be praise more and more thus,
develops a positive perception towards physical geography. Reinforcement
according to Bandura can be positive or negative. He further says individuals do
not automatically observe the behavior of a model and imitate it, there is some
thoughts prior to imitation and this consideration is called meditational processes.
This as he maintained occurs between observing behavior (stimulus) and imitating
it or not (response).
In order to show how students learning can be achieved through observational

learning, Bandura brought up four meditational processes including;
-Attention, showing the extent to which students are exposed to behavior.
Attention is important in whether a behavior has an influence in others imitating it.
- Retention, showing how well the behavior is remembered. In other words how
the concepts learnt in class can be remembered.
- Reproduction, the ability to perform the behavior that the model has just
demonstrated.
Bandura’s social learning theory further postulates that; perceived self-efficacy

affects an individual in all aspects of life including educational experiences.
Perception about one’s competence to successfully perform a task can affect his or
her interest and motivation. The higher the perceived efficacy, the higher the goals,
aspirations learners adopt and the firmer the commitments in achieving their goals.
Cognitive theory
This theory was postulated by Jean Piaget. According to the cognitive view,
learning means changes in intellectual and mental abilities such as; thinking,
reasoning, decision making skills, intelligence and perception abilities. The
methods of teaching put forwards by a teacher determines whether or not the
students can fully understand concepts in geography classes and this also
determines the students perception towards the subject. For instance the use of
demonstration method which deals with real things, charts and pictures is capable
of fostering reasoning, thinking skills, intelligence as well as perception. This
method helps students to be able to relate knowledge gained in the classroom to
real life situations and in so doing, they increase their learning skills, they equally
adds knowledge to existing knowledge since they are not blank slate as postulated
by Jean Piaget.
According to Jean Piaget as cited by Sigel (1977), a central component to learning
and thinking is that both involve the participation of the learner. If learners actively
participate in learning, either through discussion, demonstration, lecture or
questioning, they are bound to give in the best in learning.
Sigel further says, knowledge is not merely transmitted verbally but must be
constructed and reconstructed by the learner. Therefore, learners’ participation in
the learning process yields good outcomes. According to Piaget’s view on
education, learners learn well when they understand, acts, operates, and
manipulates their environment. This mention of Piaget only depends on the
teaching method put forward for instruction by the teacher. Putting teaching
methods in play should also be known to whom it is for. For instance, if form three
work is given to form one student, it will look like a situation where somebody
who weights 20kg is given a load of 50kg to carry. The outcome will be that, the
student will fail, not because they cannot carry, but because of level of attainment.
This match with Piaget four qualitative stages of learning namely; sensorimotor,
preoperational, concrete operational and formal operational giving the impression
that learning as well as methods should vary with levels. That is from simple to
complex.
Trait and factor theory
Parsons (1906) as cited by Gasinde (1909), states that people have particular traits
and that they are born with those traits, and personal dispositions which match with
a specific field of studies. The focus of this theory is those personality traits in an
individual such as; ability and aptitude which have it particular subject to be
studied. According to researchers, students when choosing subjects should go for
those subjects that best suit their personality trait. In addition,Shertzer and Stone
(1968) identified some assumptions regarding learning which helps in counseling
using trait and factor theory. These assumptions are;
-Personality and interest pattern correlated with certain behaviors.
-Individuals are organized and have unique patterns of capabilities and potentials
which are stable and can be identified. As a result, individuals should know their
personal characteristics before choosing subjects. This is related to my topic in
that, when students are choosing physical geography as their subject, they should
know their personal characteristics.
Empirical literature
The influence of teaching/learning resources on secondary schools students’

perception towards physical geography
Effective teaching depends on the availability of resources such as; textbooks,

laboratories and visual and audiovisual teaching aids just to name a few.
Songole (1999), pointed that the most important teaching resource that
distinguishes schools is the provision of teaching materials. He added that good
performance demands every school to be equipped with relevant textbooks.
The instructional resources play an important in explaining the wide variation in

academic perception among students enrolled in different secondary schools. It is
good to note that, schools with abundant resources may not always utilize them
efficiently and consequently fail to influence students’ perception positively. On
the other hand, schools with limited resources may utilize what they have
efficiently and this may boost learning and students’ perception despite the
deficiencies in material provisions. The availabity of teaching/learning resources in
geography makes a difference in the achievements of students.
Good teachers as they teach keep in mind both what they teach with. Learning will
be passive and boring if learning resources are not incorporated effectively,
organized and exploited in the learning process. It is the proper organization of
learning resources and use of appropriate teaching and learning strategies which
will enhance the acquisition of the subject matter or the content. Multimedia
package could be used by teachers to facilitate effective teaching and learning of
physical geography and also to improve students’ perception in the subject.
Multimedia according to Sharman (2013) is referred to computer mediated
information that is presented concurrently in more than one medium. It consist of
some, but not necessary all of the following elements; text, graphic images, motion
graphics, animations, hypermedia, photographs, video and audio, that is sound,
music and narration. Ibrahim (2005) also defined multimedia as the existing
combination of computer hardware and software that allows the integration of
video, animation, audio graphics and text resources to develop effective
presentations on an affordable desktop computer. Multimedia technologies and
applications are probably one of the most exciting innovations in the age of
information evolution. They helped and got help from internet and other
communication and computer inventions. Multimedia has the potentials to create
high quality learning environment, with the capability of creating a more realistic
learning content through its different media. Adeosun (2002), also claimed that the
use of different presentations like video clips along with map or other kind of
presentation help to get the information closer to reality. Adding music makes the
idea clearer and it attracts the attention of the learners. Sharman (2013), asserted
that the use of multimedia in class draws the attention and interaction between
students and teachers. He also said further that multimedia presentation provides
simultaneous feedback.
Okunrotifia(1970) asserted that students were just made to learn geography
concepts in the abstract and were subjected to too much imagination of geography
features instead of learning through practical observation.Okunrotifia further
reveals that apart from inadequate academic background of the pupils and limited
resources for geography teaching, the quality of teaching offered in our schools
was a major problem. Teachers’ attributes have however received the greater
attention in researches.
Abitu and Nuradeen (2010) viewed that the success of any teaching and learning
process, which invariably influences students’ academic perception, depends on
how effective and efficient teachers are. Teachers’ knowledge plays significant
role in classrooms as it can affect teachers’ choice of instructional materials during
the teaching process. This opinion was further emphasized by Abdullah (1997)
when he argued, “Sensibly use instructional media with relevant equipments to
operate them could assist science and technical teachers ineffectively achieving
their educational objectives”.Sofowora and Egbedokun (2010) resolved that
application of appropriate teaching materials in the teaching of geography could
help solve the problems face in teaching the subject. In fact, it was a long belief in
educational technology that instructional materials are essential for effective
teaching and learning. Lawal, Dora and Julius (2014) stated that secondary schools
students’ attrition in geography had been traced to inadequate teachers and inept
teaching of the subject. They explained that one of the major causes of the
students’ backwardness or negative perception in the subject at the secondary
school level was the acute shortage of geography teachers, which impedes the
smooth transition of students from social studies in junior classes to geography in
senior classes. Abdullahi (1997) lamented that “the availability of media but
hardware and software in our schools was very discouraging. Lack of these media
or proper use of some is now a major concern which could easily cause distress
among technical teachers.
Importance of visual materials to the teaching of physical geography
The fundamental importance of visual materials to the teaching of physical

geography is manifold.Oyesola (1991) cited some of the followings as importance
of visual and sound materials to the teaching of physical geography.
- They visualized the phenomena with which geography deals.
- They help students to learn the kind of facts about this phenomenon that are of
geographical value.
- They help students to analyze the facts from a geographical point of view.
- They help students to develop geographical generalizations.
- They help students to apply generalization from the field of geography to direct
experience and interpretation of world events. The mental stimulation and three
dimensional images of the classand the aids is important for the generality of the
class and the immense learning values of these aids for students with reading and
listening problems cannot be overlooked.
Types of visual materials for teaching physical geography
The following media can be selected for illustration in the teaching of physical
geography;
- World globe: This can be used to teach topics such as the earth’s spherical shape,
latitudes and longitudes, global water distribution, world continents, location of
places on the globe and rotation of the earth etc.
- Maps: they are types of atlas, topographical maps, aerial photographs etc. they
are mostly use for map reading and map interpretation.
- Models: these are three-dimensional media that show the length, breath and
height of the object. They are used to teach physical features or reliefs. They can
also be used to mould features such as conical hills, knoll, valley, spur, plateau etc
in map work practice.
-Charts, diagrams and pictures: these are two dimensional media that represent a
complete description of phenomenon or place.
- Realia/Real objects: the physical geography teacher can use mineral resources
sample such as rocks samples and soil samples etc.
- Metrological instruments: these are common weather instruments that the

geographers use to measure certain climatic elements like; rain gauge,
thermometer, wind vane, anemometer, barometer etc.
- Projected media: these are media that use source of power for generating them.
They include head projector (OHP), Slide projector, Opaque projector and
computer power point.
- Chalkboard: this may be fixed or portable ones. The fixed ones are usually found
in a typical classroom. It is very good for illustrations.
- Printed media: such as textbooks, magazines, periodical reports, paper cuttings
can be utilized by both teachers and learners in the teaching and learning of
physical geography.
Teachers’ Attitude on Students’ Perception toward Physical Geography
The term attitude has been defined as an organized predisposition to think, feel,
perceive and behave towards a refinement or cognitive object in favorable or
unfavorable manner (Triandis, 1971). Teaching is a cultural practice and changing
cultural practices is notoriously difficult (Gallimore, 1996). Gallimore added that
people learn to teach in part, growing up in a culture by serving the apprentices for
12 years or more when they themselves were students. When they face new
challenges of the classroom, they often abandon new practices and revert to the
teaching methods their teachers used. The negative attitude therefore jeopardizes
professional standards by influencing effectiveness of teaching method and
perception of students.
Teacher’s attitude is majorly affected by the teacher’s knowledge base and mastery
of the subject knowledge and the socio-cultural context, Osakwe (2000). Teacher
attitude is also associated with quality teaching and learning in the classroom. A
teacher who poses a negative attitude impairs the ability of students to be able to
receive messages from the subject that they teach leading to wrong interpretation
of concept. Okorodudu (2006) states that passion of positive work attitude
enhancing teaching leading to the achievement of learning objectives and the
overall education objectives.
Teaching methods or techniques and Secondary Schools Students’ perception

towards physical Geography
Teaching method refers to a broad set of teaching styles, approaches, strategies or
procedures use by teachers to facilitate learning (Curson 1990). Teaching methods
that enables learners to actively participate in their learning should be adopted
instead of those that reduce them to passive recipients of knowledge. In situations
where teaching methods adopted are not consistent with learners preferred learning
styles, discomfort sets in and interferes with the learning process, hence,
acquisition of desired physical geography knowledge is impaired. Use of teaching
methods should take recognizance of the learners preferred learning styles and
balance with the less effective but popular methods of teaching and learning. The
selection and arrangement of elements of a curriculum and the various ways in
which they are introduced to the studies is the more specialized meaning of
teaching methods.
Teaching methods in geography specifically physical geography includes;

illustration and demonstration; which stimulates students thinking, small group
discussions which gives learners opportunities to express their opinions, role play
among others which are used to provide a nourishing learning environment.
Discovery methods are known to keep students motivated and aroused, aids
cognition and enhance attention. Lecture method is equally another teaching
method in physical geography. According to (Michael 1987), the lecture method is
probably the most popular and widely used teaching method. This method in its
various forms of presentation is use to introduce new topics, summarizing ideas
and showing relationship between theory and practice and reemphasizing main
points. In preparing the lectures, the teacher has to establish the objectives and the
desired outcomes, organized materials and plan productive classroom activities
having meaningful examples. However, lecture method limits the chances of
asking questions (Castell 1991).
Other teaching methods in physical geography includes discussion, field work and
project method.
According to Gitau (2008), he defines discussion method as the oral interaction

between people which consists of asking questions and giving answers. He further
says that the method involves active participation of student and giving feedback
and therefore is an effective method of teaching. The Kenya Institution of
Education puts one of the objectives of teaching Geography in
Secondary schools as “to state, interpret, analyze and use geographical principles
and methods to solve problems of national development” (KIE, 2008)
The use of discussion method is suitable for meeting the objectives of Geography
teaching because the method provides an effective means of developing skills and
of utilizing facts and information that is, students not only learn to communicate
ideas, but also to dissect and evaluate them and find wider and more practical
applications for them. As a result, better understanding is ensured making learning
more meaningful and more lasting (Quist, 2005).
There are two types of discussion method: the expository oriented discussion and
the inquiry oriented discussion (Ayoti and Patel, 1992). In expository oriented
discussion, the teacher presents his objectives, explains the learning activity,
demonstrates it and then invites questions from students before he concludes the
teaching activity.
For example, when teaching about the topic “the Great Rift Valley”, the teacher
can explain what the Rift Valley is, show the location of the Great Rift Valley and
then ask students to gives their views on the importance of the Rift Valley to the
people of Kenya. In groups the students will discuss, record their views and present
before the whole class before the teacher gives the summary of the importance of
the Great Rift Valley. The second type of discussion is inquiry oriented discussion,
where the teacher states the objectives, arranges for the discussion to take place
and the whole activity is open ended. This type is not suitable for teaching
geography since in it, there are no specific conclusions to be reached.
According to Awiti (2010), discussion method can be effective and successful

when the following preparations are made by the teacher and the students: the
students given adequate time to search for information on the topic; the teacher
avails the documents or assists the students by suggesting sources of information;
and the students to be organized in appropriate groups and choose group leaders to
record the points raised during discussion. Ngaroga (2008) emphasizes that the
teacher role during discussion should be that of a guide. The students are therefore
given time to express their ideas and participate actively in the lesson. Discussion
method is therefore appropriate for teaching when the topic requires flow of
information and ideas from the teachers to students, from students to teacher or
student to student.
Field work as a method of teaching has been defined as a science of selecting,

observing, evaluating and reporting information in a specific area (Gitau, 2008). It
involves the direct use of
The environment as a source of physical information. It can be organized to cover

the area around the school. Most secondary schools teachers have had a
misconception that field work is only effective when the study is taken to a far
area. This misconception has made field work to be used only by a few schools and
can only be used once a twice in the entire secondary school life of a student. The
high costs involved when the students are to travel to distant places; the traveling
risks that the students get exposed to; the time taken for the study trip
which is considered by some teachers to be excessive in terms of the rewards it
will reap; and finally, a lot of administrative work which is not usually welcomed
by teachers who are already busy with other commitments make field work
unpopular.
Ngau and Nyamweru (1986) present filed trip as a very effective method of
teaching in secondary schools. He notes that the method when correctly used
involves the students during preparation stage through information gathering on
the topic and preparation of the data collection instruments like questionnaire;
during presentation stage through students involvement in data collection activities
such as asking questions, collection of samples and recording of information; after
the lesson through follow up activities such as report writing and presentation,
display of collected items and doing a test.
As Ngaroga (2008) puts it , the involvement of the students in the learning process
provided by field work as a teaching method provides the learner with sound and
concrete basis for conceptualization, firsthand information, makes learning more
meaningful and gives the learner long lasting memory and opportunity for
improving social relationships among students and between students and the
teachers.
The used of field work in teaching Geography in secondary schools therefore helps
in the attainment of one of the objectives of teaching Geography in secondary
schools which states that; “by the end of the course the learner should be able to
apply field work techniques in studying Geography” (KIE, 2002). Topics or
themes like coasts and coastal features can effectively be taught using the
fieldwork method of teaching.
Studies done by Lardizabal (1978) defined project method as a unit of activity
carried on by the learners in a natural and lifelike manner and in a spirit of purpose
to accomplish a definite, attractive and seemingly attainable goal. Nacino (1980)
viewed project to be essentially a learning unit, designed and conducted by
students under the guidance of the teacher. He further stated that the project goals
are established by the students based on their own background experience and they
are encouraged by the teacher to work through study activities towards the
achievement of those goals. Malusu and Wachira (2008) defines project as the
corporate or individual study of a challenging situation in real life in its natural
setting with a view to reaching a positive and concrete achievement. The three
definitions of project as a method of teaching reveal that: the topic chosen for
study should be a real problem in the learners’ environment that when solved, the
students will see a positive change in their environment. For example, students
may be taken to an area around the school compound which has been affected by
soil erosion and then asked to work in groups to conserve the soil. When this is
done, the students will feel satisfied and appreciate their work.
The method emphasizes the involvement of the teacher as a guide. Hence the
method is learner centered. Whitcombe and Tombs (2007) states that when project
method is used well by the teacher, it enables the students to initiate and pursue
knowledge, learn and work at their own pace, develop the spirit of curiosity,
enquiry and investigative approach to acquire knowledge and to provide
opportunity for the learners to come in to contact with the problems, challenges
and opportunities in real life situation. The merits of project method mentioned
above are in line with one of the general objectives of teaching physical geography
in secondary schools which states that the learner should demonstrate the
acquisition of positives attitudes, values and skills for self-reliance (KIE, 2008).
Summary of the Literature
The literature review has been carry out in three main sections which includes
conceptual framework, theoretical frame work and empirical literature. Research
on how perception is acquired and how perception influence behavior.
Theoriessuch as social learning theory, cognitive theory and trait factor theory
have been examined.
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
This chapter dwelt on the research design, population of the study, area of the
study, sample and sampling technique, instrument for data collection, methods of
data collection, validation of instrument and methods of data analysis.
Research design
Nworgu (1919) state that, a research design is a blue print which specifies how
data related to a given problem should be collected and analyzed. The survey
research design was used. Bruce (1993) defines a survey research as a brief
interview or discussion with individuals about a specific topic. He further said that
survey is often used to mean collection of information. In this research design,
secondary schools students’ perception towards physical geography will be
investigated.
Area of Study
This study depends mostly on secondary schools students’ perception towards

physical geography in the Buea municipality in institutions like Government
Bilingual High School (GBHS) Muea, Baptist High School (BHS) Buea andSt.
Theresa International Bilingual Comprehensive College (STIBCCOL)
MolykoBuea. According to Altman (1991) a population is an aggregate of
creatures, things and cases the researcher is interested in researching on. The target
population comprises of the students from three secondary schools in the Buea
municipality which are G.B.H.S Muea, B.H.SBuea andSTIBCCOL) MolykoBuea.
Population of the Study
Population in research refers to the collection of anything the researcher is

interested in researching on, being it animal, plants and any objects having some
common characteristics. The target population of this study comprises of the
students from the three secondary schools which are G.B.H.S Muea, B.H.S Buea
andSTIBCCOL MolykoBuea in the Buea municipality.
Sample Size and Sampling Technique
The sample size of the study was 75 students selected from the target population.
The simple random sampling technique was used to avoid bias as it gives all
members equal chances to be selected. Rachael (2008) holds that random sampling
refers to a variety of selection techniques in which sample members are selected by
chance, but with a known probability of selection. The researcher went to each
school and randomly administered questionnaires to students which constitute the
sample. This is done to avoid bias.
Table 3.1 Sample Size Population
Area of study Class Target Sample size

population
G.B.H.S Muea Lower sixth 69 30
B.H.S Buea Form five 50 25
STIBCCOL Form four 31 20
MolykoBuea
Total 150 75
Instrument for Data Collection
The instrument used for the collection of data was a questionnaire which contains
items based on students perception towards Physical Geography and was
constructed by the researcher. The questionnaire contains demographic information
about the respondent. Questions were included for respondents to answer and were
a close-ended questionnaire that limits the responses of the respondents on the
basis of strongly agree, Agree, Disagree, and strongly disagree.
Validation of Instrument
Validation refers to the accuracy with which an instrument measures what it is

intended to measure. The questionnaire was designed by the researcher and handed
to his supervisor for corrections to be made. The researcher formulated the
questionnaires which were submitted to the supervisor who read through and made
some necessary corrections and after which, I the researcher went and effected the
corrections and brought it back to the supervisor for approval and it was approved.
The researcher went and printed the questionnaire of 75 copies and personally
went and administered the questionnaire to the selected schools.
Methods of Data Collection

The researcher first of all contacted the principals of the various schools by
submitting the introduction letter signed by his supervisor which permitted him to
administer questionnaires in their institutions which shall be only for academic
purpose. After the permission was granted, the researcher went to the various
classes concern to administer the questionnaires. The researcher told the aim of the
exercise to the students before the questionnaire were given, after 10 minutes the
researcher collected the questionnaire and thank the students for their corporation.
The questionnaire was administered to 75 students in the schools selected in Buea

municipality.
Administration of Instruments
The method used for data will be descriptive statistical technique like mean scores
and standard deviation. In analyzing, qualitative content analysis will be used.
Mean (x) =
Standard déviation = Σfx2 –Σ(fx)2

N N
Where
Σ = sum of
x=score
f=frequency
N=Total frequency (Number of questionnaire)
CHAPTER FOUR
RESULTS
Introduction
Here the result and its interpretation according to research questions will be
examine. The table below was used to answer research question A which stated
that; how do the teaching/learning resources influence students’ perception towards
physical geography?
X=Mean,stdDev = Standard Deviation

A= Accepted R= Rejected
Decision rule = x = = = 2.5
Respondents accept with the opinion expressed in the item if the mean is 2.5 and
above, but rejects when it is less than.
Table 4.1: (A) Teaching/learning resources

No ITEMS RESPONSES
SA A D SD x Std.Dev Dec
f f f f
1 I like when my geography 41 29 4 1 3.47 0.41 A
teacher uses prescribed
textbooks in the teaching of
physical geography
teacher uses maps to explain
concepts in physical geography
3 I like when real objects are used 36 34 4 1 3.4 0.43 A
in teaching physical geography
4 I like when charts are used in 39 28 5 3 3.37 0.63 A
the teaching of physical
geography
teacher uses globes in teaching
certain topics in physical
geography
Σ 211 132 22 10 3.42 0.71 A
The above table shows that mean score is 3.42 with a standard deviation of 0.71
for this section. Looking from the decision level, the respondents accepted that, the
Teaching/learning resources influence students’ perception towards physical
geography within the Buea municipality.
The table below was used to answer research question B which stated thus: In what
ways does teachers’ teaching attitude influence students’ perception towards
physical geography?
Table 4.2: (B) Teachers’ teaching attitude

No ITEMS RESPONSES
f f f F
1 I like when there is a closed 49 23 00 03 3.57 0.51 A
interaction between teacher
and students during physical
geography lesson
2 I like when my physical 39 29 02 05 3.36 0.68 A
geography teacher dress
decently before coming for
lessons
geography teacher uses simple
and clear language during
physical geography lessons
geography teacher puts a
smiling face when teaching
physical geography
teacher motivate students when
teaching physical geography
Σ 243 112 08 12 3.56 0.47 A
From table 4.2: B above it can be seen that the mean score is 3.56 and the standard
deviation from the section is 0.47. Looking from the decision level, the
respondents are of the opinion that teachers’ attitude influence students’ perception
towards physical geography in the Buea municipality.
The table below was tested to answer research question C which stated thus: to
what extent does teaching methods or techniques influence students’ perception
Table 4.3: (C) Teaching methods or techniques
No ITEMS RESPONSES
geography teacher clearly
illustrate on the board when
teaching
geography teacher demonstrate
some concepts in physical
geography during lessons
geography teacher uses the
discussion method in teaching
physical geography
geography teacher uses
fieldwork method in teaching
some concepts in physical
geography
geography teacher uses
experiments to teach some
concepts in physical geography
Σ 214 138 16 07 3.45 0.43 A
Looking at table 4.3: (C) above, it shows that the mean score is3.45 with a standard
deviation of 0.43. Looking at the decision level, the respondents are of the opinion
that the teaching methods or techniques influence students’ perception towards
physical geography in the Buea municipality.
Table 4.4: (D) The learning environment

No ITEMS RESPONSES
f f f F
1 I like to learn physical 47 22 02 04 3.49 0.65 A
geography in an environment
where there is the presence of
natural physical features
geography in a calm and quiet
environment
where there are learning
facilities like libraries, reading
places etc.
where there is good peer
influence
where there carryout extra-
curricular activities
Σ 185 135 24 31 3.26 0.78 A
Looking at table 4.4: (D) above, it shows that the mean score is 3.26 with a
standard deviation of 0.78. Looking at the decision level, the respondents are of the
opinion that the learning environment influence students’ perception towards
physical geography in the Buea municipality.
CHAPTER FIVE
DISCUSSION, CONCLUSION, IMPLICATIONS AND

RECOMMENDATIONS
Discussions of Findings
Research Question one: How do the teaching/learning resources influence

students’ perception towards physical geography?
After the analysis above, it was observed that, the teaching/learning resources
greatly influence students’ perception towards physical geography in theBuea
municipality. Thus if there is lack of, limited or inappropriately used of
teaching/learning resources, it will therefore negatively affect students’ perception
and there will shy away from the subject.
Research question two: In what ways does teachers’ teaching attitude influence
Here, it was observed that, the teacher’s teaching attitude influence students’
perception towards physical geography. There are many ways in which the teacher
displays his or her attitude in class, some of which make learning in physical
geography easy such as student’s motivation while others do not make learning in
physical geography easy such as not allowing a free and closed interaction between
students and teacher. Form table 4.2: B above, it can be concluded that the
teacher’s attitude influence students’ perception towards physical geography.
Research Question three: To what extent does teaching methods or techniques

influence students’ perception towards physical geography?
It was observed that, the teaching methods or techniques in physical geography
greatly affect students’ perception towards physical geography. If these teaching
methods or techniques such as lecture illustration, demonstration, discussion,
fieldwork and experiment method just to name a few, are appropriately used when
teaching physical geography, students will have a positive perception towards the
subject, and if they are not appropriately used, they will shy away from the subject.
From this study, it can be concluded that teaching methods or techniques affect
students’ perception in physical geography.
Research Question four: in what ways does the learning environment influence
Here, it was observed that, the learning environment influence students’ perception
towards physical geography. Aspects of the physical environment such as natural
physical features, calm and quiet nature of the environment, presence of learning
facilities,and peer influence amongst others will greatly determine students’
perception towards physical geography either positively or negatively within that
area.
Conclusion
From the research findings, this work “Secondary schools students’ perception
towards physical geography in the Buea municipality” accepted from the data
collected that the teaching/learning resources, the teacher’s teaching attitude,
teaching methods or techniques and the learning environment affects students’
perception towards physical geography in the Buea municipality.
Limitations of the Study
In the course of this study, some problems were encountered such as:
There was limited time for the work since the researcher struggled to meet up with
classes and also to meet up with time for the schools in which he administered his
questionnaires. For this reason, only three schools were chosen in the Buea
municipality to manage time.
Also, the students did not cooperate fully with the researcher as some students
were reluctant to answer the questionnaire questions. For this reason, the
researcher discovered during analysis of data that some students ticked it without
reading and some copied it from their friends.
Also, the researcher did not have enough money to carry out the research. The
reason being that, to carry out the typing and printing was not easy as there was
limited finance. This caused the researcher to carry out the research on a smaller
scale.
Recommendations
The following recommendations were made based on the findings
To students:
They should stop complaining that the teaching/learning resources used by the
teacher make learning difficult in physical geography. But they should develop
interest in the subject and attend classes regularly and it will be easier for them.
To Researcher and Textbooks Writers
Standardize textbooks should be produced and those writing books should simplify
the languages for easy understanding by students. They should also write behind
those textbooks how students can read and easily understand it.
To parents
Parents should try to provide the necessary school needs of students, encourage
them in any circumstance. Thus, learning of physical geography will become more
interesting and consequently, they will develop a positive perception towards the
subject.
To teachers
Teachers should make sure that they mastered their lesson before coming to class,
so that when teaching it will not be boring. Also, teachers should vary their
teaching methods so as to avoid lesson being monotonous. They should also use
teaching aids when teaching so that students will see and it will help them to
understand better.
To School Administrators
They should look for ways to solve these problems involved in the
teaching/learning of physical geography like inadequate teaching/learning
resources, poor teachers’ attitude and poor teaching methods or techniques.
Suggestions for Further Studies
To say that this topic has been exhausted is an over statement because research is a
continuous process. More research should be carry out in this topic elsewhere apart
from Buea municipality.
Summary
From the above findings, it was observed that some factors such as
teaching/learning resources, teacher’s teaching attitude, teaching methods or
techniques and the learning environment greatly influence students’ perception
towards physical geography in the Buea municipality. Discussions were carried out
on the students’ perception towards the subject. From findings, it is observed
that students have a positive perception about the subject when there is the
availability of teaching/learning resources. Since physical geography is a broad and
complex discipline, it makes research in physical geography difficult. It was also
observed that teacher’s teaching attitude, teaching methods or techniques and the
learning environment in physical geography equally influence students’ perception
towards the subject. All these factors affect students’ perception either positively
or negatively depending on how they are used.
Some limitations in the course of carrying out this research such as time and
inadequate cooperation from schools were discussed in the chapter. Also
suggestions for further studies and recommendations to teachers, researchers,
students, parents, school administrators were highlighted. The following variables
were examined in this chapter: - How do the teaching/learning resources influence
students’ perception towards physical geography? In what ways does teachers’
teaching attitude influence students’ perception towards physical geography? To
what extent does teaching methods or techniques influence students’ perception
towards physical geography? And lastly, in what ways does the learning
environment influence students’ perception towards physical geography?
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APPENDIX
UNIVERSITY OF BUEA
FACULTY OF EDUCATION
SECONDARY SCHOOLS STUDENTS PERCEPTION TOWARDS

PHYSICAL GEOGRAPHY IN THE BUEA MUNICIPALITY
A QUESTIONNAIRE FOR STUDENTS
Dear Respondents,
My name is NKWENTI FRANKLINE a final year student in the department of

Curriculum Studies and Teaching/Geography, in the University of Buea. In partial
fulfillment of a (B.Ed) in the department of CST/Geography, I am carrying out a
study on “secondary schools students’ perception towards physical geography in
the Buea municipality”. The purpose of this study is for academic use only. I plead
with you to feel free and respond to the following questions. Your contributions
shall be kept confidential.
Demographic Information
(Tick (√) the appropriate response in the boxes below

Gender Male Female
Questions
1) Are you offering physical geography as a subject? Yes No
(Tick (√) the appropriate response in the spaces provided in the table below)
NB SA ═ strongly agree, A ═ Agree, D ═ Disagree SD ═ strongly disagree
2) Do the following factors influence students’ perception towards physical

Geography?
SN Teachers Attitude SA A D SD
1 I like when there is a closed interaction between teacher

and students during physical geography lessons
2 I like when my physical geography teacher dress decently

before coming for lessons
3 I like when my physical geography teacher uses simple

and clear language during physical geography lessons
4 I like when my physical geography teacher puts a smiling
face when teaching physical geography
5 I like when my geography teacher motivate students when
teaching physical geography
SN Teaching Methods or Techniques SA A D SD
1 I like when my physical geography teacher clearly

illustrate on the board when teaching
2 I like when my physical geography teacher demonstrate

some concepts in physical geography during lessons
3 I like when my physical geography teacher uses the

discussion method in teaching physical geography
4 I like when my physical geography teacher uses fieldwork

method in teaching some concepts in physical geography
5 I like when my physical geography teacher uses

experiments to teach some concepts in physical
geography
SN The Learning Environment SA A D SD

1 I like to learn physical geography in an environment
where there is the presence of natural physical features
2 I like to learn physical geography in a calm and quiet
environment
where there are learning facilities like libraries, reading
places etc.
where there is good peer influence
where there carryout extra-curricular activities

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CERTIFICATION

Sign________________________Date __________________ ______

Mr.Charly .R. Nyugap

This work is dedicated to my love one Wirba HenriattaYarayen.

1.1 Background to the problem .........................................................................1

1.2 Statement of the problem.............................................................................3

1.3 Purpose of the study....................................................................................4

1.4 Objectives of the study.................................................................................4

1.5 Research questions.....................................................................................5

1.6 Significance of the study............................................................................5

1.7 Limitations of the study.............................................................................6

1.8 Delimitations of the study............................................................................6

1.9. Basic assumptions of the study...................................................................6

1.10 Definitions of significant terms ................................................................6

2.2 Conceptual framework of the study ………………….................................8

2.3 Theoretical review of the study ………………………..................................11

2.4 Empirical literature……………………………….......................................15

2.5 A summary of the literature review..……...................................................25

3.2 Research design ...........................................................................................27

3.3 Area of study….……….................................................................................27

3.4 Population of the study....................................................................................28

3.5 Sample size and sampling technique...............................................................28

3.6 Instruments for data collection..................................................................29

3.6.1 Validation of instrument.........................................................................29

3.6.2 Methods of data collection...…...............................................................29

3.7 Administration of instrument....................................................................30

4.2 Analysis of Research Question One..........................................................31

4.3 Analysis of Research Question Two….....................................................32

4.3.1 Analysis of research question three.......................................................34

4.3.2 Analysis of Research Question Four………..........................................35

DISCUSSION, CONCLUSION, IMPLEMENTATIONS AND

5.1 Discussion of findings...............................................................................36

5.3 Limitation of the Study............................................................................38

5.4 Recommendations ....................................................................................38

5.5 Suggestion for further studies...................................................................39

Background to the problem

Fellman et al (2005) outlined relevance of physical geography as a discipline of

Geography is fundamentally interdisciplinary subject. It is one of the few

Statement of the problem

Physical geography is a branch of geography which is concern with the scientific

Purpose of the study

Objectives of the study

The objectives of this study are both general and specific.

This study examines secondary schools students’ perception towards physical

This study seeks to;

• Examine ways in which the teaching/learning resources influence students’

• Determines how teachers’ attitudes influence students’ perception towards

• Determine the extent to which teaching methods or techniques influence

• Determines the extent to which the learning environment influences students’

• How do the teaching/learning resources influence students’ perception towards

• In what ways does teachers’ teaching attitude influence students’ perception

• To what extent does teaching methods or techniques influence students’

• In what ways does the learning environment influence students’ perception

Significance of the study

To the Ministry of Secondary Education, the study could be of immediate benefit

Limitation of the study

.Delimitation of the study (scope)

According to Nyagah (1995) a delimiting factor is a purposive and a conscious

Basic assumptions of the study

• That the enrolment of students of physical geography is a measure of

• That physical geography plays a major role in determining the career of

Definition of significant terms

Sign____________Date