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PERCEPTIONS OF GEOGRAPHY AMONG GHANAIAN SENIOR HIGH SCHOOL STUDENTS: A PHENOMENOLOGICAL STUDY

Year 2019, Issue: 39, 1 - 9, 30.01.2019
https://doi.org/10.32003/iggei.467488

Abstract



This
qualitative phenomenological study aimed at exploring the perceptions of
geography among Ghanaian senior high school students. A total of 48 students
comprising 24 males and 24 females were selected from two different public
senior high schools in the Kumasi metropolis of Ghana to participate in the
study. Data were obtained using in-depth interview and results were processed
and analyzed through examination of main themes, differences, and similarities
in the responses. Results from the study revealed that more than half of the
students interviewed had positive perception of geography in terms of its
relevance to man. Regarding the definition and scope of geography, the overwhelming
majority of the student respondents perceived geography as a description of the
physical environment such as rivers, rocks, the universe, weather and climates,
formation of landforms, among others. Others also perceived geography as the
drawing of maps to show earth’s features. Interestingly, more than half of the
students expressed keener interest in physical geography with reasons being
that physical geography lessons are more interesting and practical. Significantly
too, most of the students ranked geography as either second or third choice in
considering programmes for higher education. The study recommends a further
research into how students’ perception of employment prospects in geography
influence their attitudes towards geography.

References

  • Adarkwa, K. K. (2011). The role of Kumasi in National Development—Kumasi as central place. In Forkuor, A. & Agyemang, S. (2018), “Fighting urban poverty in Ghana: The role of non-governmental organisations. Urban Forum. Retrieved May 13, 2018, from https://doi.org/10.1007/s12132-018-9331-x.
  • Akinnuoye, M. A., Akinnuoye, O. F., Wan Shub, W. A. & Mokhtar, J. (2015). Gender-Based Perception and appraisal of geography education by Malaysian secondary schools. Journal of Research and Method in Education, 5(3), 45-52.
  • Alam, S. (2016). Place of geography in school curriculum. Retrieved May 13, 2018, from https://www.researchgate.net/publication/303495585
  • Al-Nolfi, M. A. (2010). Students' perceptions about geography: a study of basic education school students in Oman. European Journal of Social Sciences, 16(1), 11-19.
  • Baerwald, T. J. (2010). Prospects for geography as an interdisciplinary discipline. Annals of the Association of American Geographers, 100(3), 493–501.
  • Balasubramanian, A. (2016). Branches of geography. Retrieved May, 13, 2018 from https://www.researchgate.net/publication/309464857.
  • Beggs, J.M., Bantham, J.H. & Taylor, S. (2008). Distinguishing factors influencing college students’ choice of major. College Students Journal, 42(2), 381-394.
  • Butt, G. & Lambert, D. (2014). International perspectives on the future of geography education: an analysis of national curricula and standards. International Research in Geographical and Environmental Education, 23(1), 1-12.
  • Canadian Council for Geographic Education (2005). A Survey Report. Retrieved May 13, 2018, from http//www.canadian_council_geographic_education.
  • CRRD (2010). Teaching syllabus for geography (2-4). Accra: Ministry of Education, Science and Sports.
  • Fatıma, M. (2016). Perceptions of geography as a discipline among students of different academic levels in Pakistan. RIGEO, 6(1), 67-85.
  • Forkuor, A. & Agyemang, S. (2018). Fighting urban poverty in Ghana: the role of non-governmental organisations. Urban Forum. Retrieved May 13, 2018, from https://doi.org/10.1007/s12132-018-9331-x.
  • Gaite, M. J. M. (2011). Geographical education and teacher training: challenges and prospects in the new European higher education area. Boletín de la Asociación de Geógrafos Españoles, 57, 459-464.
  • Ghana Statistical Service (2014). 2010 Population and Housing Census Analytical Report, Republic of Ghana, Accra.
  • Harvey, N. & Forster, C. (2004). Geography in South Australian Universities: Future Prospects. South Australian Geographical Journal, 102, 118-127.
  • Helen, K. (2007). Student perceptions of geography, earth & environmental sciences (GEES). Final Report for Schools. Higher Education Academy Subject Centre for Geography, Earth & Environmental Sciences.
  • Joint Committee on Geographic Education. (1984). Guidelines for geographic education: Elementary and secondary schools. In Al-Nolfi, M. A. (2010), “Students' perceptions about geography: a study of basic education school students in Oman.” European Journal of Social Sciences, 16(1), 11-20.
  • Khaled, A. & Chiodo, J. J. (2004). Students’ perceptions of social Studies: a study of middle school and high school students in Jordan. International Journal of Scholarly Academic Intellectual Diversity, 6(1), 1-12.
  • Kubiatko, M., Mrazkova, K. & Janko, T. (2012). Gender and grade level as factors influencing perception of geography. Review of International Geographical Education Online (RIGEO), 2(3), 289-302.
  • Mukesh, V. & Sarita, D. (2015). Perception of Students about geography in Fiji National University: a case study. First International Conference on Theory and Practice (ICTP-2015), 121-132.
  • Murphy, A. B. (2006). Enhancing geography’s role in public debate. Annals of the Association of American Geographers, 96(1), 2006, 1–13.
  • Murphy, A.B. (2007). Geography’s place in higher education in the United States. Journal of Geography in Higher Education, 31(1), 121– 141.
  • Patton, M.Q. (1990). Qualitative evaluation and research methods (2nd Ed.). In Khaled, A. & Chiodo, J. J. (2004), “Students’ perceptions of social Studies: a study of middle school and high school students in Jordan.” International Journal of Scholarly Academic Intellectual Diversity, 6(1), 1-12.
  • Schreiber, B. J. & Asner-Self, K. (2011). Educational Research: The Interrelationship of Questions, Sampling, Design and Analysis. Hoboken: Wiley.
  • Smith, H. (2009). Perceptions of geography as a vocation: a study of secondary school students in the Illawarra and South East region of New South Wales. School of Earth & Environmental Sciences, University of Wollongong, 2009. Retrieved May 13, 2018, from http://ro.uow.edu.au/thsci/101.
  • Thomas-Brown, K. A. (2011). Teaching for geographic literacy: our afterschool geography club. The Social Studies, 102(5), 181–189.
  • Thrift, N. (2002). The future of geography. Geoforum 33(2002), 291–298.
  • Tomal, N. (2010). High school students’ attitudes towards geography and the questions they wonder about. Scientific Research and Essays, 5(13), 1729-1733.
  • Walford, R. (1996). ‘What is geography?’an analysis of definitions provided by prospective teachers of the subject. , 5(1), 69-76.

PERCEPTIONS OF GEOGRAPHY AMONG GHANAIAN SENIOR HIGH SCHOOL STUDENTS: A PHENOMENOLOGICAL STUDY

Year 2019, Issue: 39, 1 - 9, 30.01.2019
https://doi.org/10.32003/iggei.467488

Abstract



This
qualitative phenomenological study aimed at exploring the perceptions of
geography among Ghanaian senior high school students. A total of 48 students
comprising 24 males and 24 females were selected from two different public
senior high schools in the Kumasi metropolis of Ghana to participate in the
study. Data were obtained using in-depth interview and results were processed and
presented using the thematic analysis approach
with reference to
the research objectives
. Results from the study revealed that more than half of the students
interviewed had positive perception of geography in terms of its relevance to
people in the society. Regarding the definition and scope of geography, the
overwhelming majority of the student respondents perceived geography as a
description of the physical environment such as rivers, rocks, the universe,
weather and climates, formation of landforms, among others. Others also
perceived geography as the drawing of maps to show earth’s features.
Interestingly, more than half of the students expressed keener interest in
physical geography with reasons being that physical geography lessons are more
interesting and practical. More so, the
majority of the students viewed geography lessons to be very interesting but
difficult as compared to other social science disciplines. Significantly
too, most of the students ranked geography as either second or third choice in
considering programmes for higher education. The study recommends a further
research into how students’ perception of employment prospects in geography
influence their attitudes towards geography. 

References

  • Adarkwa, K. K. (2011). The role of Kumasi in National Development—Kumasi as central place. In Forkuor, A. & Agyemang, S. (2018), “Fighting urban poverty in Ghana: The role of non-governmental organisations. Urban Forum. Retrieved May 13, 2018, from https://doi.org/10.1007/s12132-018-9331-x.
  • Akinnuoye, M. A., Akinnuoye, O. F., Wan Shub, W. A. & Mokhtar, J. (2015). Gender-Based Perception and appraisal of geography education by Malaysian secondary schools. Journal of Research and Method in Education, 5(3), 45-52.
  • Alam, S. (2016). Place of geography in school curriculum. Retrieved May 13, 2018, from https://www.researchgate.net/publication/303495585
  • Al-Nolfi, M. A. (2010). Students' perceptions about geography: a study of basic education school students in Oman. European Journal of Social Sciences, 16(1), 11-19.
  • Baerwald, T. J. (2010). Prospects for geography as an interdisciplinary discipline. Annals of the Association of American Geographers, 100(3), 493–501.
  • Balasubramanian, A. (2016). Branches of geography. Retrieved May, 13, 2018 from https://www.researchgate.net/publication/309464857.
  • Beggs, J.M., Bantham, J.H. & Taylor, S. (2008). Distinguishing factors influencing college students’ choice of major. College Students Journal, 42(2), 381-394.
  • Butt, G. & Lambert, D. (2014). International perspectives on the future of geography education: an analysis of national curricula and standards. International Research in Geographical and Environmental Education, 23(1), 1-12.
  • Canadian Council for Geographic Education (2005). A Survey Report. Retrieved May 13, 2018, from http//www.canadian_council_geographic_education.
  • CRRD (2010). Teaching syllabus for geography (2-4). Accra: Ministry of Education, Science and Sports.
  • Fatıma, M. (2016). Perceptions of geography as a discipline among students of different academic levels in Pakistan. RIGEO, 6(1), 67-85.
  • Forkuor, A. & Agyemang, S. (2018). Fighting urban poverty in Ghana: the role of non-governmental organisations. Urban Forum. Retrieved May 13, 2018, from https://doi.org/10.1007/s12132-018-9331-x.
  • Gaite, M. J. M. (2011). Geographical education and teacher training: challenges and prospects in the new European higher education area. Boletín de la Asociación de Geógrafos Españoles, 57, 459-464.
  • Ghana Statistical Service (2014). 2010 Population and Housing Census Analytical Report, Republic of Ghana, Accra.
  • Harvey, N. & Forster, C. (2004). Geography in South Australian Universities: Future Prospects. South Australian Geographical Journal, 102, 118-127.
  • Helen, K. (2007). Student perceptions of geography, earth & environmental sciences (GEES). Final Report for Schools. Higher Education Academy Subject Centre for Geography, Earth & Environmental Sciences.
  • Joint Committee on Geographic Education. (1984). Guidelines for geographic education: Elementary and secondary schools. In Al-Nolfi, M. A. (2010), “Students' perceptions about geography: a study of basic education school students in Oman.” European Journal of Social Sciences, 16(1), 11-20.
  • Khaled, A. & Chiodo, J. J. (2004). Students’ perceptions of social Studies: a study of middle school and high school students in Jordan. International Journal of Scholarly Academic Intellectual Diversity, 6(1), 1-12.
  • Kubiatko, M., Mrazkova, K. & Janko, T. (2012). Gender and grade level as factors influencing perception of geography. Review of International Geographical Education Online (RIGEO), 2(3), 289-302.
  • Mukesh, V. & Sarita, D. (2015). Perception of Students about geography in Fiji National University: a case study. First International Conference on Theory and Practice (ICTP-2015), 121-132.
  • Murphy, A. B. (2006). Enhancing geography’s role in public debate. Annals of the Association of American Geographers, 96(1), 2006, 1–13.
  • Murphy, A.B. (2007). Geography’s place in higher education in the United States. Journal of Geography in Higher Education, 31(1), 121– 141.
  • Patton, M.Q. (1990). Qualitative evaluation and research methods (2nd Ed.). In Khaled, A. & Chiodo, J. J. (2004), “Students’ perceptions of social Studies: a study of middle school and high school students in Jordan.” International Journal of Scholarly Academic Intellectual Diversity, 6(1), 1-12.
  • Schreiber, B. J. & Asner-Self, K. (2011). Educational Research: The Interrelationship of Questions, Sampling, Design and Analysis. Hoboken: Wiley.
  • Smith, H. (2009). Perceptions of geography as a vocation: a study of secondary school students in the Illawarra and South East region of New South Wales. School of Earth & Environmental Sciences, University of Wollongong, 2009. Retrieved May 13, 2018, from http://ro.uow.edu.au/thsci/101.
  • Thomas-Brown, K. A. (2011). Teaching for geographic literacy: our afterschool geography club. The Social Studies, 102(5), 181–189.
  • Thrift, N. (2002). The future of geography. Geoforum 33(2002), 291–298.
  • Tomal, N. (2010). High school students’ attitudes towards geography and the questions they wonder about. Scientific Research and Essays, 5(13), 1729-1733.
  • Walford, R. (1996). ‘What is geography?’an analysis of definitions provided by prospective teachers of the subject. , 5(1), 69-76.
There are 29 citations in total.

Details

Primary Language English
Subjects Human Geography
Journal Section RESEARCH ARTICLE
Authors

Foster Opoku 0000-0002-2522-8154

Publication Date January 30, 2019
Published in Issue Year 2019 Issue: 39

Cite

APA Opoku, F. (2019). PERCEPTIONS OF GEOGRAPHY AMONG GHANAIAN SENIOR HIGH SCHOOL STUDENTS: A PHENOMENOLOGICAL STUDY. Lnternational Journal of Geography and Geography Education(39), 1-9. https://doi.org/10.32003/iggei.467488
AMA Opoku F. PERCEPTIONS OF GEOGRAPHY AMONG GHANAIAN SENIOR HIGH SCHOOL STUDENTS: A PHENOMENOLOGICAL STUDY. IGGE. January 2019;(39):1-9. doi:10.32003/iggei.467488
Chicago Opoku, Foster. “PERCEPTIONS OF GEOGRAPHY AMONG GHANAIAN SENIOR HIGH SCHOOL STUDENTS: A PHENOMENOLOGICAL STUDY”. Lnternational Journal of Geography and Geography Education, no. 39 (January 2019): 1-9. https://doi.org/10.32003/iggei.467488.
EndNote Opoku F (January 1, 2019) PERCEPTIONS OF GEOGRAPHY AMONG GHANAIAN SENIOR HIGH SCHOOL STUDENTS: A PHENOMENOLOGICAL STUDY. lnternational Journal of Geography and Geography Education 39 1–9.
IEEE F. Opoku, “PERCEPTIONS OF GEOGRAPHY AMONG GHANAIAN SENIOR HIGH SCHOOL STUDENTS: A PHENOMENOLOGICAL STUDY”, IGGE, no. 39, pp. 1–9, January 2019, doi: 10.32003/iggei.467488.
ISNAD Opoku, Foster. “PERCEPTIONS OF GEOGRAPHY AMONG GHANAIAN SENIOR HIGH SCHOOL STUDENTS: A PHENOMENOLOGICAL STUDY”. lnternational Journal of Geography and Geography Education 39 (January 2019), 1-9. https://doi.org/10.32003/iggei.467488.
JAMA Opoku F. PERCEPTIONS OF GEOGRAPHY AMONG GHANAIAN SENIOR HIGH SCHOOL STUDENTS: A PHENOMENOLOGICAL STUDY. IGGE. 2019;:1–9.
MLA Opoku, Foster. “PERCEPTIONS OF GEOGRAPHY AMONG GHANAIAN SENIOR HIGH SCHOOL STUDENTS: A PHENOMENOLOGICAL STUDY”. Lnternational Journal of Geography and Geography Education, no. 39, 2019, pp. 1-9, doi:10.32003/iggei.467488.
Vancouver Opoku F. PERCEPTIONS OF GEOGRAPHY AMONG GHANAIAN SENIOR HIGH SCHOOL STUDENTS: A PHENOMENOLOGICAL STUDY. IGGE. 2019(39):1-9.