Assessing the Impacts of Paucity of Field Engagements in Geoscience Education: A Case Study of Public Universities in Anambra State, Nigeria

Field studies have long been recognized as effective in geoscience education, demonstrating successful and proficient learning outcomes. Therefore, the significance of field engagement in geoscientific education cannot be overstated. However, its lack, due to insecurity and lack of funds, has led to several effects on the students and the quality of geoscience education. One of these impacts is the diminishing interest of students in geoscience education. Hence, this study aims to investigate the relationship between the lack of field engagements and students' declining interest in the geoscience education system in public universities in Anambra State, Nigeria. Additionally, it seeks to identify other negative consequences of the scarcity of field engagements on students and the overall quality of geoscience education in the study area. Geoscience students enrolled in public universities in the study area serve as the primary case studies. Data was collected using a questionnaire and analyzed through ordinal regression analysis to examine the correlation between declining interest in geoscience education and the limited availability of field engagement opportunities. The study's hypotheses suggest that the lack of field engagement significantly contributes to students' diminishing interest in geoscience education. The findings reveal insufficient funding, security concerns, and excessive student admissions as major factors hindering adequate field studies for geoscience students. As a recommendation, the study proposes the integration of practical field engagements into the geoscience education curriculum. It also advocates for collaborative partnerships between academia, industries, and non-governmental organizations (NGOs) to secure student funding and internship opportunities. Including dual internship terms in the geoscience department during the second and third years is suggested to sustain students' interest and enthusiasm in the geoscience education system. Implementing these recommendations can positively impact students' interest, enthusiasm, and overall learning outcomes in geoscience education