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ASSESSMENT OF AFFECTIVE DOMAIN IN SENIOR SECONDARY SCHOOL GEOGRAPHY STUDENTS IN NORTH CENTRAL NIGERIA.

Authors: Vincent Y. I., Magaji, U. A., Bakari, D.

Journal Article | Publish Date: 01/January/2024

Abstract


The Universality and the importance of affective domain in teaching and learning of Geography cannot be overemphasis. This research seeks to assess the difference in the affective mean rating of students in Geography based on gender and school type. To achieve this, two research objectives with corresponding two research questions were raised and two hypotheses formulated. Survey research design was employed for this study. The population of the study comprised all the 111,699 SS II Geography students from both public and private Senior Secondary Schools in North Central Nigeria and the sample consisted of 1177 students from an intact class of SS II Geography Students from 43 Secondary Schools. Multistage sampling procedure was used to select the sample size along, local government area and school type. The instrument used for data collection was a developed instrument for evaluation of Affective Domain in Geography (IEADG). It was validated based on content and appropriateness of language by five experts and construct validity done using principal component factor analysis and the cronbach Alpha reliability was used to determined the reliability coefficient of 0.89. Furthermore, data analysis was also done by subjecting the data to mean and standard deviation for answering research question 1 and 2 while t-test was used to test the two hypotheses respectively. The study found out that there was no significant difference in the affective mean of students rating in Geography based on gender and school types. Finally, the study found that, gender and school type are not significant factors on the students’ affective domain. Based on the findings and conclusions, the research made the following recommendations: Teachers and school administrators should always assess students’ affective domain towards various subjects before making student placement into subject or make appropriate encouragement where necessary. Finally, regular encouragement of affective domain towards Geography should be done by Geography teachers since affective domain is gender and school type friendly.

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