Some aspects of the dynamics of curriculum changes in geography : with special reference to the secondary school geography in Borno State of Nigeria

This study considers some aspects of the dynamics of changes in geography teaching with special reference to secondary school geography in Borno State in Nigeria. In particular major curriculum changes and the processes involved in disseminating such changes are considered. The setting of the research and the conceptual framework was looked at in the first four chapters. The data for the research were gathered through interviewing twenty-seven knowledgeable individuals at the centre of the Nigerian secondary school curriculum, questionnaire responses involving two hundred geography teachers and their heads of department and direct classroom observations in twenty secondary schools. Documentary searches involving the Ministry of Education, West African Examination Council and the Nigerian Geographical Association were employey to shed light on government policies. The data collected were analysed using charts, percentages and frequency tables. The results revealed two types of curriculum changes, classified as `enforced and discretionary changes'. Geography teachers are obliged to implement enforced changes while discretionary changes are largely accorded lip-service. Evidence from the responses suggests that geography curriculum changes and dissemination seem to depend on partnership between the Ministry of Education, West African Examination Council and the Nigerian Geographical Association. Major means of dissemination available to each of these agencies were also identified. Lack of qualified geography teachers, lack of interest amongst the geography teachers to participate in matters related to the school curriculum and the attitudes of geography inspectors constitute some of the barriers to curriculum planning and dissemination. The geography teachers' opinions about the 1979 geography syllabus suggest a tendency to support the syllabus. In teaching the syllabus, the teachers are using teacher-centred and didactic styles of teaching. Selection of teaching topics is influenced by the examination. Topics which are judged by the teachers to be popular with examiners tend to be regarded as most important, while topics which seldom appear in the examination are regarded as of least importance. The analysis of the results on teaching aids revealed a chronic shortage of all forms. Teaching aids which are less expensive and readily available are the ones frequently used. Geography teachers and their heads of department expect the State Ministry of Education in consultation with the Examination Council to initiate changes in secondary school geography, translate these changes into a syllabus and communicate it to all the secondary schools. The teachers expect the State Ministry of Education to provide teaching/learning materials to support the implementation of new ideas. In the light of these findings, the thesis makes some suggestions for the improvement of geography teaching in the State secondary schools and recommends further research in the broader related areas of geographical education. (D76806)