THE ROLE OF FIELD WORK IN THE IN THE TEACHING AND LEARNING OF GEOGRAPHY IN NIGERIA

The relevance of a geography instructor in implementing field activities, the value addition of which cannot be disputed as an addition to geographical lessons, spelled out goodness for the student. The monotony of sitting in a classroom caused some students to lose interest in a particular topic, which is why Sarah (1996) emphasizes the benefits of learning outside of a traditional setting through fieldwork. According to her, during the course of the field research, the participants will have the opportunity to go the extra mile and obtain as much information as they desire and are capable of. She explains that classroom instruction tends to be more broad and frequently neglects the students who are acquiring the material at the slowest pace, but field activity presents unique obstacles that allow for more individualized learning. She goes on to say that it provides students with the opportunity to get to know one another and communicate in a setting that is less stressful, since there is no need to worry about grades or the confines of traditional classrooms. In addition, she asserts that one can gain first-hand knowledge of geographical facts through participation in fieldwork. She notes in the course of her research that a variety of pedagogical approaches, including visual, auditory, and tactile learning, are acknowledged to be valid by professionals. She concludes by stating that kids learn better through touch, also known as kinesthetic learning, which greatly benefits from the utilization of field study because it is an environment in which the senses are engaged to a much greater extent than they ever would be in a classroom setting.

 

Jansen (2007) pointed out the use of fieldwork as something which enhanced empirical knowledge and theoretical insight. He said that this was the case because fieldwork provided direct experience. He went on to say that it was a convenient location for and economic shifts in the characteristics of the environment, as well as the proactive and independent exploration of new territory and the accurate recording of navigational patterns.

Fieldwork provided research findings that elucidated the mental processes that lie behind such geographical tasks, as stated by Ishikawa and Kanstens (2005). He went on to hypothesize that the tasks involved in reading maps were made public, and that these tasks included knowing three constituents: representational correspondence, configuration correspondence, and directional correspondence.

In his article, “Fieldwork Provides a Perspective on Spatial Information That Is Importantly Different from the Perspective Gained Through Direct Experience Navigating in the World,” Uttal (2000) mentioned that the perspective on spatial information that was gained through fieldwork was significantly different from the perspective gained through direct experience navigating

According to Swenson and Kanstens (2011), when learners typically see for themselves, it enables these students to examine the evidence that is used to build scientific arguments and test theories, even when the underlying data set is large or complicated. This is the case even when it is the case that learners typically see for themselves. The majority of the time, learners do not gather the data that is visualized and presented to them; as a result, instructors and instructional designers need to understand how students perceive and interpret such visualizations. The teachers would be better able to analyze the nature of the students’ interpretations of a colored, shaded-relief, global digital elevation map, which is valuable for thinking about a wide range of earth processes, if they moved the lesson out of the classroom and into the field.

Even when the learners were working with maps or photos of a known reference place, Liben and Yekel (1996) found that the learners demonstrated signs of difficulty when seen from an oblique perspective point.

Although the point did not improve performance, practicing on the oblique map before moving on to the plan map did help subsequent performance. Therefore, they require outdoor studies in order to become orientated.

From the information presented above, it is clear that the instructor has the potential to make effective use of field work depending on the setting, the goal, the objective of the lesson, the availability of the very resources, and the characteristics of the learner, most notably the learner’s background and their behavior upon entering the classroom.

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THE INFLUENCE OF AUDIO VISUAL MATERIALS IN THE EFFECTIVE DISSEMINATION OF KNOWLEDGE BY TEACHERS A STUDY OF SOME SELECTED SECONDARY SCHOOL  IN OSHIMILI NORTH LGA, DELTA STATE

CHAPTER ONE/ INTRODUCTION

Background to the Study

Teaching and learning activities are interesting when audio-visual materials are used effectively and efficiently in a classroom-teaching situation. It is necessary for teachers in Selected schools in Nigeria to use audio- visual materials as instructional tools in order to make their teaching more interesting, that is to arouse the learning interest and sustain attention for effective learning. Although among the challenges facing some of the Selected schools in Nigeria is that audio-visual materials are not available and even where they are available, teachers do not use them effectively. The reason for this attitude may be teachers have engaged themselves in so many other relevant and irrelevant activities.

The term audio-visual materials are defined by Dike (1993) as those materials which do not depend solely upon reading to convey meaning. They may present information through the sense of hearing as in audio resources, sight, as in visual resources or through a combination of senses. Indeed, the variety of such resources is a striking characteristic.

According to Anzaku (2011), “the term audio-visual materials are commonly used to refer to those instructional materials that may be used to convey meaning without complete dependence upon verbal symbols or language”. Thus according to the above definition, a text book or a reference material does not fall within this grouping of instructional materials but an illustration in a book does.

Some audio-visual components are in the nature of process and experience, for example, dramatizing an event or a procedure or making diorama. Some of the audio-visual materials like the motion pictures require the use of equipment to release their latent value. Some do not need equipment at all like an exhibit or a study print. This term designates in common usage both material things as well as processes such as field trips.

Statement of problem

 

The relevance of audio-visual materials in dissemination of knowledge cannot be underestimated. In  Nigeria, some teachers have desired to cover the syllabus or scheme of work instead of making learning more meaningful and impacting. Also, non-availability of these materials in some Selected schools may not be blamed on teachers but rather some heads often do not motivate teachers in terms of providing them with adequate audio-visual materials.

Purpose of the study

This study seeks to find out the following:

1. i) To study the effectiveness of using audio-visual materials among learners in Oshimili L.G.A Delta State
2. ii) To know learners’ views about the difference they found before and after learning through audio-visual materials;

iii)     To study the awareness of learning through audio- visual materials;

1. iv) To know learners’ perception about the use of audio- visual materials;
2. v) To know the problems faced by the learners in using audio-visual

Research questions

 

1. i) What types and quantity of audio-visual materials are available in some schools in Oshimili L.G.A Delta State?
2. ii) How often do teachers use audio-visual materials while disseminating of knowledge?

iii)     What are the hindrances to the use of audio-visual materials in the study area?

1. iv) In the perception of teachers, what benefits do learners derive from the use of audio-visual materials?

Significance of the study

Audio-visual materials have been in existence for a longtime, but they are often underutilized. It is expected that, following the identification of the hindrances to maximum utilization of audio-visual materials in schools, effort may be made to minimize the effect of the hindrances and promote adequate utilization of the available materials. Discoveries from the study may guide teachers, government, sponsoring bodies and donors on the purchase of not only printed materials but also non-print materials for literacy centres. When the use of audio-visual materials is encouraged, there may definitely by a high demand for the materials and the producers may put in more efforts in the production and even come out with more methods of applying them to teaching and learning. This may tend to expose the learner more to thinking than relying on the facilitator.

Scope of the study

The study is limited to the geographical area of Delta State. It covers specifically teachers in some literacy schools in Oshimili Local Government Area of the state.

Operational definition of terms

Availability of audio visual aids refers to the audio visual materials which the school authority is able to locate and afford.

Teachers’ use of audio visual aids refers to the teachers’ easy manipulation of the audio visual aids in a teaching situation.

Audio visual aids are those facilities, equipments and materials like computer, power point, television, model, specimen, white board, etc which are utilized by a teacher to illustrate, emphasize and explain a lesson with the intention of  making the lesson clearer to the learner.

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EFFECT OF CULTURAL INFLUENCE ON ACADEMIC STAFF PERFORMANCE IN HIGHER INSTITUTIONS

CHAPTER ONE
INTRODUCTION
1.1 Background to the Study

Culture is one of the vital factors with which any organization interacts. It is the way of life of people; the sum total of learned beliefs, values, motivations, leadership and customs or artifacts that serve to direct individual behaviour of members of a particular society, (Peretomode, 2012). Hofstede, (1991) observes that culture exists in different dimensions, such as foreign, national, local, and organizational. Organizational culture has been discovered to have the potentials to enhance workers, performance, generally, and societal values, organizational commitment, creativity, job satisfaction, and interpersonal relationships among workers, in particular, (Cotter, 2012). Thus, it is the wish of the management of any organization to have her employees identify with the values, norms and artifacts of such establishment, (Olu, 2009).

Even though organizational culture and workers’ performance are clearly related, (Kopelmon, Brief and Guzzo, 1990), the evidence regarding the exact nature and degree of this culture-performance relationship has not been consistent over time, (Denism, 1990: and Sorenson, 2002). Researchers such as Daniels (2004), and Piercy, Low and Cravens (2004) have recognized that culture is a main source of difference in performance in organizations. Many studies have been conducted on culture-performance relationship in developed countries of the world with little done in developing ones. For instance, Farashahi Hafso and Molz (2005) have discovered that 95 percent and 5 percent of such studies are in favour of developed and developing nations, respectively, inspite of the highly dynamic environments. Thus, a number of scholars have questioned this unfortunate situation and have called to investigate this phenomenon in different cultural contexts.

At the national level, (In Nigeria for instance) the same challenge of lack of empirical records or studies exist among the minority ethnic groups such as Idoma of Benue state. Many of such studies have focused on the three major ethnic groups which include: the Igbo, Yoruba and Hausa. Ewurum (1991) identifies the existence of over two hundred ethnic groups in Nigeria from the 1951/52 census. Aluko (2003) opines that, sociological speaking; Nigeria is a multi-cultural, multi-ethnic, multi-religious and pluralistic nation that does not have a homogeneous or national culture. Therefore, the definition of Nigerian culture based on the three major ethnic cultures of the Hausa, Igbo and Yoruba at the expense of the local or minority ethnic culture would be wrong (Ibid, 2003). To overcome this challenge, Ewurum (1991) advises Nigerians to divert focus from a national level search to one that seeks to explain the specific cultural characteristics of different cultural areas in Nigeria, as the first step towards homogeneous circle in Nigeria, which system could be rationalized for national level application.

Faced with the above challenges, the objectives of this study, therefore, is to investigate the effect of Idoma cultural influence on academic staff performance in Higher Institutions in Idoma Land, or among the minority ethnic groups in Nigeria. The findings and subsequent recommendations will no doubt enrich the knowledge of policy makers of the possible reactions, if their policy formulation and implementation affect people’s culture. In addition, the search for national culture for Nigeria would be realized, because, window of opportunity for the study of the cultures of other minority ethnic groups will be opened.

1.2 Statement of the Problem

One of the problems identified by this study is the lack of empirical records on this relationship in developing countries like Nigeria in general, and among the minority ethnic groups like Idoma in particular. This has been discovered to be due to inadequate empirical studies at these levels, leading to some socio-cultural challenges such as the lack of national culture, the extinction of Nigerian cultures, the inability to have a Lingua Franca, amongst others.

Farashi (2005) discovered that (95) percent of such studies on the relationship were conducted in the developed countries, while only (5) percent in the developing ones like Nigeria. At the local level, Ewurum (1991) advised Nigerians to divert focus from a national level search to one that seeks to explain the specific cultural characteristics of different cultural areas in Nigeria, which system could be rationalized for national level application. This indicates that enough studies have not been conducted at the local level or among the minority ethnic groups like Idoma among others. This has compounded the problem of lack of empirical records in Nigeria.

There is, therefore, the need to carry out more empirical studies at both the national and local levels to generate enough empirical records on this relationship. Secondly, there are arguments or controversies about the nature of this culture-performance relationship. Boddy (2002) observes that culture can either encourage an employee to give out his/her best, or can discourage or demoralize him/her, which can be dangerous for the performance of the organization. Many researchers concur on the fact that there is no agreement on the precise nature of the relationship between culture and performance (Olu, 2009). Thus, empirical evidence emerging from various studies about the effect of culture on performance have so far yielded mixed results that are inconclusive and contradictory (ibid, 2009).

Because of these contradictory results, the question of whether culture improves or worsens employees’ performance is still worthy of further research. Closely related is also the need to investigate those cultural elements like the belief system, traditional leadership style, the life style and other factors that actually influence workers’ performance in higher institutions in Idoma Land. Understanding culture-performance relationship at this local level will help in the journey towards having a credible national culture for the multi-cultural Nigeria as advocated for by Ewurum (1991).

1.3 Objectives of the Study

The main objective of the study was to investigate the effect of cultural influence on academic staff performance in higher institutions in Idoma Land, Benue State, Nigeria.

The specific objectives, however, include:
i. To determine the effect of Idoma belief system on societal values in higher institutions in Idoma Land.
ii. To find out the effect of traditional leadership style on organizational commitment in Idoma Land.
iii. To ascertain the effect of life style on creativity of academic staff in higher institutions in Idoma Land.

1.4 Research Questions

This study is poised towards providing answers to the following questions:
i. What is the effect of Idoma belief system on societal values in higher institutions in Idoma Land?
ii. What is the effect of traditional leadership style on organizational commitment in higher institutions in Idoma Land?
iii. What is the effect of Idoma life style on creativity of academic staff in higher institutions in Idoma Land?

1.5 Research Hypotheses

The under listed hypotheses were formulated to guide the study:
i. Idoma belief system has positive effect on societal values in higher institutions in Idoma Land.
ii. Idoma traditional leadership style has positive effect on organizational commitment in higher institutions in Idoma Land.
iii. Life style has positive effect on the creativity of academic staff in higher institutions in Idoma Land.

1.6 Significance of the Study

The study is significant to students, other researchers and the general public by providing them with information or reference materials. The findings and recommendations have created the need for other researchers to carry out further studies on Idoma culture, or on the cultures of other minority ethnic groups in Nigeria. Such studies should help Nigeria in the search for homogeneous or national culture. The findings and recommendations should also help policy makers of both organizations and governments. Management of organizations will know the effects of culture on their workers’ performances and the need to effectively use culture as tool to enhance performances. Policy makers in governments, at all levels, will know the implications of their policy formulation and implementation on workers’ performance, especially, such policies that affect workers’ core culture such as religion, ethnicity, norms and beliefs. The conclusions will also help the management of organizations, government policy makers and practitioners’ to evaluate their existing or current systems or policies, as well as, formulate new strategies for the growth and survival, with due regard to the peoples’ culture.

1.7 Scope of the Study

(a) Geographical Scope:
This study is restricted to four higher institutions in Idoma Land of Benue State. The institutions include: The Benue State Polytechnic, Ugbokolo; the Benue State College of Education, Oju; Apa College of Education, Aidogodo; and Unity College of Education, Aukpa-Adoka.
(b) Time Scope: The Study covers the period between 1976 to 2013
(c) Theoretical Scope:
Theoretically, the study is anchored on three theories of culture, namely: the Goal-setting theory of culture, the Social Learning theory of culture, and Hofstede National culture Model.

1.8 Limitations of the Study

There was difficulty in sourcing for information as the result of the scanty data base. This was due to the fact that only few (if any at all) researches have been carried out, particularly on this topic before. In addition, most of the elderly persons who would, give first hand information on Idoma culture were no more alive. There were also uncompromising attitudes and suspicions on the part of the respondents in volunteering information. There was also the problem of time constraint. Time became the greatest enemy as it had to be rationed out among other numerous competing demands for it. At the end, the researcher was left with little time for the research work.

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