Page 1 of 12
Journal for Studies in Management and Planning
Available at
http://edupediapublications.org/journals/index.php/JSMaP/
e-ISSN: 2395-0463
Volume 02 Issue 11
November 2016
Available online: http://edupediapublications.org/journals/index.php/JSMaP/ P a g e | 278
Field Studies: A Veritable Tool for the Teaching of Local
Geography in Tertiary Institutions in Nigeria
Adeyemo, A.; Dawodu, K.D.
1Department of Urban and Regional Planning Federal University of Technology,
Akure, Ondo-State. Nigeria
2Department of Geography College of Education, Ikere-Ekiti, Ekiti State, Nigeria
Abstract
The relevance of field studies in the
teaching of geography in Nigeria
tertiary institutions cannot be
underestimated. Recently, the
teaching of geography particularly at
the tertiary level was found to be
better understood and generate more
interest by using local examples and
illustrations. Today all colleges of
education and universities in Nigeria
that run geography programme do
have field based courses as part of
their curriculum. The rationale for
fieldwork in geography and various
strategies towards effective conduct of
the field based courses in institutions
of higher learning in Nigeria were
highlighted in this paper. The paper
also brought out the variations
between indoor and outdoor practical
works in geography. Brief on how to
write a scholarly field report was
incorporated in the paper to guide
both students and teachers.
Keywords: Geography, Approach,
Field report, Local Environment
Introduction
Geography is the socio- scientific study of the earth (in
relation to the universe), its
inhabitants (men, plants,
animals, rivers, rocks space etc.) and
their interrelationship. Basically,
geography is a discipline which shows
and describes the surface of the earth.
It is concerned with the identification,
description, classification, analysis
and explanation of the location,
distribution, arrangement and
association that exist between man
and the elements of man’s
environment.
Geography according to Grove
(1996) has traditionally been divided
into two parts; physical geography
and human geography. While the
physical aspect covers the
geographical study of the natural
phenomena such as rivers,
vegetations, climate, oceans etc. the
human aspect embraces the social,
political and economic parts of the
ancient subject.
Geography as a very dynamic
subject that has survived countless
revolutions in paradigm shift and
methodologies occupies an enviable
position among the social sciences on
one hand and the natural and physical
sciences on the other hand. History
Page 2 of 12
Journal for Studies in Management and Planning
Available at
http://edupediapublications.org/journals/index.php/JSMaP/
e-ISSN: 2395-0463
Volume 02 Issue 11
November 2016
Available online: http://edupediapublications.org/journals/index.php/JSMaP/ P a g e | 279
revealed that the origins of
geographical knowledge and
assumptions could be traced to times
of the great Greek philosophers and
mathematicians who ever since 100
BC were fascinated by such heavenly
bodies as the earth, the sun, the moon
and the stars and were determined to
identify the connection or relationship
between these objects and to measure
and describe them. Despite knowing
much about the rotation and
revolution of the earth after several
thousands of years, most of the earth’s
surface still remained terra incognita
and geographic knowledge was
concerned with the accumulation of
facts and the mapping of areas
obtained from the voyages of
discovery of the 14th to 18th centuries.
For centuries, the primary aim
of geography according to Healey and
Jenkins (2000), Job (1999) and Grove
(1990) was to provide guides to the
known and less well known parts of
the world. Incidentally in the early
19th century, geography became an
academic subject when Halford
Mackinder was first appointed to
readership position at Oxford
University in 1899. Ever since then,
the scope of geographical thinking has
gained a worldwide acceptance.
Again the early 19th century witnessed
another great and positive
development in geography which
eventually revealed what could be
described as major themes in
geographical knowledge. At least five
major themes that guide current
geographical research could be
identified. These are the study of
aerial differentiation, man- environment theme, spatial
distribution theme, landscape theme
and geometric theme. Nevertheless,
these identified themes have seen not
to be maturely exclusive but have
merely served the purpose of easy
classification of geographic research.
Today, the aspect of fieldwork
known also as field studies which key
in into any of these themes is
attracting so much attention in most
Nigerian College of Education and
Universities. Fieldwork in geography
seeks to examine the salient aspects of
both human and physical features
found in our immediate environment.
Ajaegbu and Faniran (1973), Griffin
and Symington (1997) and Afolabi
(1985) wrote on the usefulness of this
learning to geographic education. In
reality, field study allows one to know
more and more about various local
resources and conditions, which could
be used for both illustrative purpose
in the class as well as for community
or government plans in future.
Rationale for Fieldwork in
Geography
It is a geographic tradition to
conclude that what one finds out by
himself is better understood than that
which is presented in give-and-take
from under the “Chair-Desk”
situation. This tradition is a
framework of learning or teaching in
Page 3 of 12
Journal for Studies in Management and Planning
Available at
http://edupediapublications.org/journals/index.php/JSMaP/
e-ISSN: 2395-0463
Volume 02 Issue 11
November 2016
Available online: http://edupediapublications.org/journals/index.php/JSMaP/ P a g e | 280
which one wound either adopt the
project method, community surveys
or discovery learning strategies in a
local context to explain the salient
aspects of both the physical and
human geography to students in the
class.
Paradoxically, atimes,
classroom lectures contain facts that
are not available in usable forms, this
is because the notes of lessons or
lectures are either drawn using
examples of geography features from
foreign landscapes. This is not to say
that they are not part of knowledge,
but if embarking on fieldwork is
closely related to circumstances in a
locality, it will among other reasons
allow scholars and even beginners to
be more knowledgeable about the
physical and human features found
within and outside their local
environment or neighborhoods. Such
learning experience is useful then in
at least two instances; both for
illustrate purpose in class and
community betterment in future.
It is therefore good to allow
beginners especially students
embanking on field work exercise to
start from the known to the unknown.
Topics like “Gold mining” and urban
markets” with illustration from
Johannesburg region of South Africa
and Los Angeles in California
respectively would not be good ones.
This is because there is no bridge to
link them with the students’ present
knowledge and interest. Also, it could
be difficult for the teacher to supply
the students with satisfactory study
materials such as textbooks, maps,
census tract data and others, useful in
the day to day solutions of societal
problems. In spite of noble roles being
played by geographers, geography is
fast declining popularity as a result of
the following reasons.
The replacement of geography
with social studies in primary
and junior secondary schools.
The introduction of 6-3-3-4
educational system, which
emphasizes that the formal
training in geography begins at
the three years of senior
secondary education.
Reduction in periods allocated
to geography in school
timetable.
The rich quick syndrome and
high rate of unemployment in
Nigeria which has made
geography an option and not a
choice any longer to many
intending students.
Consequent upon reason stated
above, though not exhaustive,
students usually record poor
performance in the subject at the
SSCE and NECO examinations when
compared with their performances in
subjects like as economics,
government and the likes. Agbuduwe
(2000) observed that record of mass
failure has continued to discourage
geography students from either
