CERTIFICATION

This is to certify that this work “extent to which CST geography students are
doing practical work in geography in the University of Buea ” was carried out
by Nkwenti Frankline (Ed13A454) of the Faculty if Education, Department of
Curriculum Studies and Teaching (CST) Geography, University of Buea and was
done under the supervision of prof. Titanji Peter Fon

Sign ______________________ Date______________

Prof. Titanji Peter Fon

Supervisor

i
 DEDICATION
This work is dedicated to my love one Moiwoh Patience Nfofeh.

ii
 ACKNOWLEDGEMENT
My immense thanks goes to my supervisor, Prof Titanji Peter Fonfor his
encouragement, constructive criticisms and supervision of this project in order to
be realise.

I wish to express my sincere thanks to Madam. Ndale Regina, Mr. Nchendap

Gideon, Mrs. Lamba Lizzette and to all my friends for their financial and material
support which contributed in no small way to make this dream come true.

This project would not have seen the light of day without the financial and moral
support of my parents, sister, anti, friends and relatives.

This research would not have been a success without all the books, journals and
other published works which are used in the preparation of this work. My heartfelt
appreciation also goes to all the CST Geography students who provided me with
the necessary information I needed in the course of this project.

iii
 ABSTRACT
The research on extent to which CST Geography students are doing practical work
in Geography was aimed at finding out whether CST Geography students are doing
practical work in Geography or they are not doing practical work at all in
Geography in the University of Buea. The study was only limited only in the
University of Buea. The research was focused on CST students specifically CST
Geography students from level 200 to 400. The research design used for this
research is the descriptive research design precisely the survey study. This is
because a given sample of the population will be study beyond which certain
generalization and conclusion will be made. Instrument used for data collection
was questionnaires. From the results of the findings, the researchers found out that
CST Geography students are not doing practical work in Geography in the
University of Buea. The researcher also found out that though the students refused
of not doing practical work in Geography, but they accepted the fact that practical
work in Geography is of vital importance to them as Geography students. The
statistical technique used is descriptive statistics of frequency and percentage
(%)and the data analysis techniques used were tables carrying variables, frequency
and percentages. Analysis of findings and discussion was done using research
items. Recommendations were made both to educational authorities, teachers,
students and parents. The researcher ended up by proposing further research on the
aspects of practical work in Geography.

iv
 PREFACE
This report aimed at giving the supervisor overall information about teaching
practice which I undertook for 2016 session of level 400 teaching practice two (2)
in the course titled (C.S.T 415). The supervisor after reading this report may
forward those points that be necessary for the improvement of teaching practice to
the higher authorities in the University of Buea in the Faculty of Education.

v
 TABLE OF CONTENTS
CERTIFICATION .................................................................................................. i
DEDICATION ....................................................................................................... ii
ACKNOWLEDGEMENT .................................................................................... iii
ABSTRACT.......................................................................................................... iv
PREFACE ...............................................................................................................v
TABLE OF CONTENT ....................................... Error! Bookmark not defined.
CHAPTER ONE ...................................................................................................1
INTRODUCTION ..................................................................................................1
Background to the study .........................................................................................2
Statement of the problem. .......................................................................................5
Purpose of the study. ...............................................................................................6
Objectives of the study. ..........................................................................................6
General objectives...................................................................................................6
Specific objectives. .................................................................................................6
Research questions. .................................................................................................6
General research questions. ....................................................................................6
Significant of the study. ..........................................................................................7
To the geography Department. ...............................................................................7
Delimitation of the study. .......................................................................................8
Definition of terms ..................................................................................................8
Chapter summary. ...................................................................................................9
CHAPTER TWO ................................................................................................10
LITERATURE REVIEW ..................................................................................10
Introduction ...........................................................................................................10
Theoretical framework ..........................................................................................10
Evolving Theories of Learning .............................................................................11
The Relationship between Theory and Practice ...................................................14
Conceptual framework ..........................................................................................16

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Extent to which CST Geography Students are doing practical work ...................16
Perception of importance of Geography practicals. .............................................19
Ways to improve on practical work ......................................................................23
Best ways of carrying out practical work .............................................................25
Constraints to practical work ................................................................................27
Challenges of higher education in Cameroon .......................................................29
2.4:3 Empirical study. ...........................................................................................31
Chapter summary ..................................................................................................33
CHAPTER THREE ............................................................................................34
RESEARCH METHODS ...................................................................................34
Introduction ...........................................................................................................34
Research design ....................................................................................................34
Area of study .........................................................................................................34
Population of the study .........................................................................................34
Sample size and sampling techniques...................................................................35
Instrument for data collection ...............................................................................35
Validation of research instrument .........................................................................36
Administration/return rate of questionnaires ........................................................37
Questionnaire return rate. .....................................................................................37
Methods of data collection ....................................................................................38
Chapter summary ..................................................................................................39
CHAPTER FOUR...............................................................................................40
PRESENTATION AND ANALYSIS OF DATA .............................................40
Introduction ...........................................................................................................40
Demographic information .....................................................................................40
Respondents’ distribution by gender ....................................................................40
...............................................................................................................................40
Presentation of results ...........................................................................................41
Summary of the findings.......................................................................................48

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CHAPTER FIVE ................................................................................................50
DISCUSSION, CONCLUSION AND RECOMMENDATION .....................50
Introduction ...........................................................................................................50
Discussions of findings according to research questions .....................................50
Research question one: The extent to which CST geography students are doing
practical work in geography. ................................................................................50
Research question two: perception of importance of geography practicals .........51
Conclusions: ..........................................................................................................51
Recommendation ..................................................................................................52
To students ............................................................................................................52
To teachers ............................................................................................................52
To the University of Buea geography Department ...............................................52
To parents..............................................................................................................53
Suggestion for further research .............................................................................53
Summary ...............................................................................................................53
References .............................................................................................................54
Geography Program ..............................................................................................55

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 LIST OF TABLES

Table 1: questionnaires return rate. ......................................................................37

Table 2: a question to find out whether CST geography students are doing
practical work in geography .................................................................................41

Table 3: it seeks to know the extent to which CST geography students are doing
practical work in geography. ................................................................................42

Table 4: to know if practical work in geography is of any importance to CST

geography students. ..............................................................................................43

Table 5: requires that students bring out the various ways of importance of
practical work to them as geography students. .....................................................44

ix
 CHAPTER ONE
INTRODUCTION
Education is a useful process that is acquired from birth until death. One can
acquire education through many means. It can be via formal, informal or non-
formal form of education. Formal education: where school is the main place where
teaching and learning takes place through instructional processes using different
instructional aids such as textbooks, charts, maps and out of door studies etc. Non-
formal education: where the church, mass media, government agencies, party
meeting, cultural groups and youth movements, having the acquisition of
knowledge non-formally. Informal education: using the home, peer groups,
community as the tertiary institution, using different methods or procedures to
transmit knowledge from the more knowledgeable person (instructor) to a less
knowledgeable person (learner) with the help of instructional aids such as
textbooks, charts, graphic materials, maps, chalkboard, globs, projectors etc.

The teaching and learning process has evolved from the ancient method of learning
which was mostly informal learning, that is, storytelling and invention, to a formal
method of learning where a lesson is been taught in class with the help of
instructional aides to facilitate teaching and learning such as text books, charts,
graphic materials, maps and practical work. Practical work is very important as far
teaching geography is concern and it is affiliated to geography teachings and help
increase students understanding and make Geography learning or classes
participatory so therefore practical work cannot be separated from Geography
teachings.

1
So therefore, this chapter contain the background of the study, statement of
problem, research questions, the purpose of the study, objectives of the study,
significant of the study, scope of the study, definition of terms and chapter
summary.

Background to the study

The background of the study will involve the definition of geography by different
authors, the origin or history of geography, the different branches of geography in
the University.

Practical work in geography has been an integral part of teaching and learning in
geography. In this respect, practical work in geography has a powerful influence
on students’ academic performance than just merely given lectures. Studies has
shown that practicals in geography is meaningful to students’ academic
performance.

Geography is a social science subject aimed at studying the earth surface and its
characteristic features with regards to human aspects. Geography is a word that
comes from a Greek root which entails “geo” referring to the earth and “graphy”
which means picture or drawing. Therefore, geography is a social science that
studies the physical landscape and the human aspects of the earth. However, the
discipline has also been defined by different geographers in relation to their views
about the subject.

According to academy science in Washington D.C 1955, geography is a subject

which seeks to explain how the subsystems (land, water and atmosphere) of the
physical environment are organised on earth surface and how man distributes
himself over earth in relationship with physical features and other men.

2
According to Hartshorne 1959, geography provides accurate, orderly and rational
distributions of the variable characters of the earth surface. Ackerman1963,
considers the subject as a vast interacting system comprising all humanity and its
natural environment on the surface of the earth. Again, Yeates1968, defined
geography as a science that is concerned with the rational development and testing
of theories that explain and predict the spatial distribution and location of various
characteristics on the earth surface. Finally, Taaffe1970, look at the subject as
concern with giving man an orderly distribution of his wealth on the earth surface.

Some geographical studies occurred more than four thousand years ago which was
based on mapping of features and observing places by explorers such as Chinese,
Egyptians, French, Germans, Greeks, Romans, Latin and Phoenicians. This was
done through several periods such as the Hellenistic, roman, ancient and early
medieval, late medieval, middle ages, early modern, 19 century and 20 century
periods. The earliest explorations come from the archaeological discovery of a
Babylonian clay tablet map that dates back to 2300 BC.

The Greeks were the first to practice a form geography that was more than mere
map making or cartography. Eratosthenes a Greek was the first scholar to coin the
term geography. The first ever Greek geographer was Herodotus (circa 484 – 425
BC). He wrote books that describe the physical and human geography of regions of
Persia.

Another Greek geographer called Aristotle (circa 384 – 322 BC), hypothesized
and scientifically demonstrated that the earth has a spherical shape using evidence
from lunar eclipses. Eratosthenes also a Greek during this period (circa 276 –
194BC), was the first to calculate the equatorial circumference of the earth which
rate to 40.233 km using simple geometric relationships.

3
The Romans also contributed to the existence of geography. For example, Strabo
(circa 64 – 20 AD) wrote 17 series called “Geographia” in which he describes the
cultural geographic of peoples in Britain, east India, Ethiopia and Iceland. Ptolemy
(circa 100 – 178AD) publish a geography book titled “Geographikehyphegesis” or
Guide to Geography which included in it, the projecting of the earth’s surface on a
map, the calculation of coordinate location for 8,000 places on earth and the
concepts of geographical latitude and longitude. Another origin of geography is
from the period of the renaissance (1400 – 1600 AD) which entails travels of great
explorers like Christopher Columbus, Vasco da Gama, Ferdinand Magellan,
Jacques Cartier, sir martin Frobisher, Sir Francis drake, Sebastian Cabot and
John Davis. In 1492, Martin Behaim created a spherical globe depicting the
earth in its three dimensional form and surface configuration.

In the 17 century. Bernhard Varienius (1622 – 1650) wrote a book titled

“Geographia generalise” general geography (1650) which suggested that
geography should be subdivided in to three distinct branches. Furthermore in the
18 century, a German philosopher called Immanuel Kant (1724 – 1804) divided
geography in to six branches thus physical, mathematical, moral, political,
commercial and theological.

In Germany, geographers suchas Humboldt, Ritter Carl, Alexander von and

Fredrick Ratzet made great contributions concerning the subject geography.
Humboldt in 1844 examines the geological and physical geography of the earth.
In the late 19 century,Ratzet theorized that, the distribution of the earth’s human
population was strongly influenced by the natural environment. Paul Vidal de la
Blanche, a regional geographer (France) said instead that, human beings were a
dominant force shaping the form of the environment. In 1964,
Williampattisonpublished an article called journal of geography (1964 63: 211 –

4
216) which suggested that modern geography is divided in to four main academic
tradition which are spatial, area studies, human land and earth science tradition.
Finally, from the 1960 to present, the field of geography have experienced a shift
in methodology. The use of quantitative revolutionary techniques such as computer
and satellite is advanced.

From the point of view, geography in the University of Bueais divided in to two.
They are physical and human and economic geography. Physical geography deals
with the recognising, analysing, explaining, evaluating and differentiating
phenomena located on the surface such as mountains, volcanoes, rivers, coastland,
deserts, vegetation and soils. Physical geography can be divided in to several sub
phases such as geomorphology, hydrology, glaciolology, biogeography, coastal
geography, climatology, meteorology and paleogeography. On the other hand,
human and economic geography deals with aspects of human activities on the earth
surface such as activities of primary, secondary, tertiary and quaternary. Its areas
of studies are population, settlements, transport, industrialisation and marketing.

Statement of the problem

Geography is an ancient discipline in education that has existed for thousands of
years. This discipline geography can be broadly divided in to two main part that is
the physical and the human geography. The physical part mainly deals with rocks,
vegetation, climate, water circulation and rivers regimes. Meanwhile the second
part which is the human part mainly concerns with the behavior of man in the
society through population studies, agricultural studies, and migration trend,
marketing, industrialization and settlement patterns. Nor matter what it may be
whether physical or human geography, practical work is of vital importance as far
as teaching and learning of geography is concern and also, it has been an integral
part of geography for decades. Though geography which is more a social science,

5
and all science disciplines are affiliated to practical work, but concerning the
developing countries, geography practicals are very poor this is because geography
labs are expensive to establish. Geography students in the University of Bueaare
under two different faculties. The faculty of Education and the faculty of Social
and Management Sciences. As far as geography students under the faculty of
Education are concern, practical work in geography is a far fetch dreams. Could
the teaching of CST geography students without practicals being carried out be
because of inadequate teacher’s expertise? Or could it be because of the mere
absent of geography laboratory? So therefore, this study is design to find out the
extent to which CST geography students are doing practical work in geography.

Purpose of the study

The purpose of the study is to investigate the extent to which CST geography
students are doing practical work in geography.

Objectives of the study

The objectives of the study are both general and specific.

General objectives
This study examine the extent to which CST geography students are doing
practical work in geography.

Specific objectives
a) Extent to which geography students are doing practical work.
b) Perception of importance of geography practicals.

Research questions
General research questions
Extent to which CST geography students are doing practical work in geography.

Specific research questions

6
a) To know the extent to which geography students are doing practical work in
geography.
b) To examine the perception of importance of geography practicals.

Significant of the study

The study will be of significant to the following:

To students: It would enable students to cultivate the habit of team spirit. By

working in group, it would make students to be more focus and thus making and
improving on their academic career. Also, since practical work involves students of
different background and intellectual status involving the fast, average and slow
learners, there is a high possibility for the slow learners to learn from the fast
learners through interactions and exchange of ideas. Also, it will make students
understand difficult concepts as it became more practical in the field.

To teachers: By doing practical work with the students, they gain a lot because it
help them to acquire more knowledge needed in the improvement of the discipline.
It also open them to research whenever doubt arises. Also, the more the teachers
goes out with students, the more they gain expert knowledge in that area and also it
will help the teachers to know the trend of knowledge possess by the students and
also know their weaknesses and strength which is helpful to them and also, to
know some of the difficult concepts in geography and the best methods to tackle
them.

To the geography Department

To the geography Department in the University of Buea, the study could be of
immediate benefit in the formation of future policies aimed at enhancing practical
work in the University. Similarly, the results of this study would enlighten the
curriculum developers, teachers, specifically to re-examine their teaching methods,

7
improve curriculum for pre-service and preparing for in-service course in
geography teachers.

Delimitation of the study

Geographically, this study is limited in the South West Region inFako Division
precisely in the University ofBuea in the Buea municipality.

Definition of terms

Practical work:this is a learning experience in which students interact with

materials or with secondary sources of data to observe and understand the natural
world Lunetta el al (2007).

Teaching: is a process of transmitting or imparting knowledge, skills and attitude

from a more knowledgeable person to a less knowledgeable person.Leke Tambo
(2003).

CST: Curriculum Studies and Teaching (Leke Tambo 2003)

Student: a person who studies a particular academic subject (Oxford English

Dictionary)

Formal education: this is a type of education whereby knowledge is acquired in a

confine environment like the school.Leke Tambo (2003).

Non-formal education: this is a type of education whereby knowledge is acquired

in semi-confine area like the church, meeting house etc.leke Tambo (2003).

Informal education: this is a situation whereby knowledge is acquired through

homes, peer groups and the community. (leke Tambo).

8
Chapter summary
In this chapter, we have discuss the background of the study which contain the
origin and definition of geography by different authors like Taaffe (1970),
Humboldt, Ritter Carl, Alexander von and Fredrick Ratzet. Also, we have seen the
statement of the problem, objectives of the study, research questions, significant of
the study, delimitation of the study and definition of terms.

9
 CHAPTER TWO
LITERATURE REVIEW
Introduction
This chapter presents a review of relevant literature of this study. It refers to the
process of consulting others on previous work with the view of learning and
obtaining relevant information and knowledge.

 Theoretical framework

 Conceptual framework

 Review of literature by objectives

 Empirical study

 Chapter summary

Theoretical framework
The Classical Conditioning Theory by Ivan Pavlov (1929-1936) guided this study.
Pavlov performed an experiment on dogs and discovered that dogs learnt to
salivate in response to a bell. Many trials had been given in each of which the bell
was sounded and food was simultaneously (slightly later) presented. It was thought
therefore that CTS students in the University would get good grades whenever the
teacher taught and students were exposed to many trials of practical activities.
According to Pavlov, Conditioned Response (CR) was the response developed
during training and Conditioned Stimulus (CS) was the stimulus, which included
training/teaching activities intended to evoke the CR (i.e. good grades in the final
examination). Unconditioned Response (UR) was the same or almost the same
response as the CR but it existed prior to training, normally being given whenever
a certain stimulus; the Unconditioned Stimulus (US) was presented.

10
In this study, the Conditioned Response (CR) was the attainment of good grades,
which was evoked by the Conditioned Stimulus (CS), which was practical work,
and Unconditioned Stimulus was the teaching. To Pavlov, pairing food and the
sound of the bell made the dog salivate and in this study, pairing of lectures and
practical work could make students perform better in terms of good grades in their
geography courses. The theory of Pavlov that suggested conditioned stimulus and
conditioned response was an important aspect to this study in helping us to
understand the relationship between practical works being used (i.e. field trips,
presentations exercises, laboratory work, group work, report writing and projects)
as the stimuli and academic achievement of students.

Evolving Theories of Learning

The modern psychological study of learning can be dated from the work of
Hermann Ebbinghaus (1850–1909), whose well-known study of memory was
published in 1885. Other early studies of learning were by Edward L. Thorndike
(1874–1949), whose dissertation on problem solving was published in 1898, and
Ivan Pavlov (1849– 1936), whose research on classical conditioning was begun in
1899 but first published in English in 1927. These theories focused on explaining
the behaviour of individuals and became known as behavioural theories. These
theories use a stimulus-response framework to explain learning and dominated
psychology and education for over half a century. Because behavioural theories
focus on environmental factors such as reinforcement, feedback, and practice, they
conceptualize learning as something that occurs from the outside in.

Behavioural theories provide very good explanations for certain kinds of learning
but poor explanations for other types of learning. Operant conditioning, for
example, is better than other theories at explaining the rote acquisition of
information, the learning of physical and mental skills, and the development of

11
behaviours conducive to a productive classroom (i.e., classroom management). In
these situations, the focus is on performing behavioural tasks rather than
developing a learner's cognitive structure or understanding. Although classical
conditioning frequently is dismissed as irrelevant to human learning (Pavlov's
initial research paradigm involved dogs salivating), this type of learning provides
by far the best explanation of how and why people, including students, respond
emotionally to a wide variety of stimuli and situations. The many types of
emotional reactions acquired through classical conditioning include: anger toward
or hatred for a particular person or group, phobias to a particular subject area or to
school itself, and infatuation with another person. But environmental factors are
not the only ones that influence learning. Serious consideration of other
perspectives began to enter mainstream psychological thinking about learning
during the 1960s. For example, people clearly learn by observing others, and a
learner's belief about his or her ability to perform a task (self-efficacy) plays an
important role in their learning. In 1963 Albert Bandura and R. H. Walters
published the first formal statement of social-learning theory in their book, Social
Learning and Personality Development.

During the 1970s and 1980s conceptions and definitions of learning began to
change dramatically. Behavioural theories gave way to cognitive theories that
focused on mental activities and the understanding of complex material. An
information-processing metaphor replaced the stimulus-response framework of
behavioural theories. These theories emphasized that learning occurred from the
inside out rather than from the outside in. During the late 1970s John Flavell and
Ann Brown each began to study metacognition—the learners' awareness of their
own learning, an ability to reflect on their own thinking, and the capacity to
monitor and manage their learning. Then, especially during the later 1980s and the

12
1990s, these cognitive theories were challenged by theories that emphasized the
importance of social interactions and the socio-cultural context of learning. The
work of the Russian psychologist Lev Vygotsky (1896–1934) first became
available in North America and along with the work of anthropologists such as
Jean Lave began to have a major influence on theories of learning. Individuals
were seen as initially participating in peripheral activities of a group (known as
legitimate peripheral participation) before becoming fully integrated into group
activities.

Traditionally, learning has been viewed as something that occurs within an

individual. Individuals may participate and learn in groups, but it is the individual
person that learns. With few exceptions, the educational systems in Europe and
North America have adopted this perspective, if not entirely with regard to
instructional practices, certainly in the evaluation of student’s performance and the
assignment of grades. Many psychologists and educators currently consider
learning to be a phenomenon that is distributed among several individuals and/or
environmental affordances (such as calculators, computers, and textbooks) or
situated (existing or occurring) within a “community of practice” (or community of
learners). Both a social and a material dimension are involved in this distribution
(Pea, 1993). For example, a student may use a calculator to help learn how to solve
a three-digit multiplication problem (the material dimension) and/or work with
another student or teacher to understand the proper procedures to follow (the social
dimension). In either case, the student is not learning totally on his or her own but
is taking advantages of resources (affordances) available in the environment. If the
student is not able to solve a subsequent problem without the aid of the calculator
or another student or teacher, then it is possible to see the distributed nature of
learning. In such situations, participation or activity rather than acquisition

13
becomes the defining metaphor (Greeno, 2006). This is in much way in line with
practical work. Because doing practicals, students can memorise fast and retain
knowledge easily.

The Relationship between Theory and Practice

The relationship between theories of learning and educational practices is
complicated by several factors. One would think that instructional practices should
be based on the best theories of learning available, but this relationship is not as
straightforward as one might think. Schools and educational practices are far more
likely to be based on philosophical beliefs than on empirical studies and theoretical
understanding of learning. Schools are established according to different
community and cultural beliefs about the world, the nature of humankind and
children, locus of authority, and what should be learned. Schools also differ in their
beliefs about teaching and learning, but the philosophical beliefs often come first.
Every educational system and instructional program contains a theory of learning,
although frequently this theory is implicit and goes unrecognized. These
philosophical and theoretical differences are formidable. Many have endured for
centuries, and the debate is unlikely to end anytime soon. For example, the
“factory model” of schooling dominated education in the United States for many
years. This model is based on production and management procedures successful
during the industrial revolution. It stands in sharp contrast to the voices of Henry
David Thoreau (1817– 1862), John Dewey (1859–1952), and others who
advocated discovery, social reform, and freedom as the appropriate means of
education. Both perspectives are clearly evident in modern-day discussions of
education and instructional practices. The correspondence between these
philosophical perspectives and the various theories of learning is quite apparent.
Classroom activities in a traditional classroom, for example, revolve around and

14
are controlled by the teacher, who presents the to-be-learned material and dictates
the type of learning activities in which students engage. Students are expected to
study the information (via classroom activities and homework) until it is mastered.
The knowledge being learned is seen as a commodity being passed from one
individual (the teacher) to another (the student). Very different classrooms emerge
from different philosophical perspectives. If one believes, for example, that
knowledge is something created afresh by each student, that learning occurs from
working on authentic tasks in a social environment, and that the mental activities
of the student determines what he or she learns, then the resulting classroom is
likely to be one in which students work in groups and/or on projects, discussing
how best to solve a problem, or negotiating the meaning of a concept. Once again
consistency exists between theoretical beliefs and classroom practices. However, it
is not always clear which comes first, for there is evidence that individuals seeks
out and accept information that confirms their existing beliefs while tending to
reject information that would disconfirm those beliefs. This reality leads to another
realization regarding the relationship between theory and practice, namely that the
relationship is two-way. A common belief is that knowledge flows from scientific
theories to the development of effective practices, that sound theories of learning
dictate effective educational practices. Science, however, does not always operate
in such a linear fashion. In both the physical and social sciences like geography,
ideas often come from observing and questioning things that occur in the real
world: “Why did that apple fall from the tree?” (A question asked by Isaac Newton
[1643–1727] that led to his discovery of the three laws of motion). Scientific
breakthroughs also come from trying to solve a practical problem (Stokes, 1997),
such as “what is the best way to teach the concept of photosynthesis?” Established
educational practices that teachers have found effective can and should be a source
of ideas in developing a viable theory of learning. A third caveat in understanding
15
the relationship between theory and practice is realizing that the student is more
important than the teacher in determining what is learned. This does not mean the
teacher is not important; only that it is the students' perceptions, prior knowledge,
and beliefs that determine what and if they learn something approximating the
instructional goals of the teacher. The bottom line in the teaching-learning process
is the learning activities in which the students engage, not the instructional
activities in which the teacher engages. Modern-day conceptions of learning and
teaching recognize that students are active, often proactive, participants in the
learning process, even if they appear otherwise. This dynamic nature of the
learning process is one reason why instructional interventions that appear the same
to the teacher can result in very different student outcomes and why rather different
instructional methods can result.

Conceptual framework
Extent to which CST Geography Students are doing practical work
It is often argued that practical work is central in teaching and learning of
geography as a social science subject and that good quality practical work helps
develop students understanding of geographic processes and concepts. Lunetta et al
(2007) defined practical work as the learning experience in which students interact
with materials or with secondary sources of data to observe and understand the
natural world. For example aerial photograph to examine the lunar and earth
geographic features, spectra to examine the nature of stars and atmosphere, sonar
images to examine living systems. Practical work is defined to be any science
teaching and learning activity which involves students, working individually
or in small groups, manipulating and/or observing real objects and materials,
as opposed to the virtual world (Science Community Representing Education
(SCORE), 2008). From the different researchers ideas on what practical work is all

16
about, it can be seen that practical work is an integral part of teaching and learning
geography.

Practical work has it aims, purposes and objectives as elaborated by some

researchers. Some of these aims and objectives includes:

(A)To help students develop their knowledge of the natural world and their
understanding of some of the main ideas, theories and models that science uses to
explain it, (b) to help students learn how to use some piece(s) of scientific
apparatus and/or to follow some standard scientific procedure(s), (c) to develop
students’ understanding of the scientific approach to enquiry (e.g. of how to
design an investigation, assess and evaluate the data, process the data to draw
conclusions, evaluate the confidence with which these can be asserted) by Robin
Millar and lan Abraham,

According to Solomon (1980), Shulman and Tamir (1973) and Anderson (1976),
some of the aims of practical work include: (a) To arouse and maintain interest,
attitude, satisfaction, open-mindedness and curiosity in science; (b) To develop
creative thinking and problem-solving ability; (c) To promote aspects of
scientific thinking and the scientific method (for example formulating
hypotheses and making assumptions), (d) To develop conceptual understanding
and intellectual ability; and (e) To develop practical abilities (for example
designing and executing investigations, observations, recording data, and analyzing
and interpreting results). (f) To foster knowledge of the human enterprise of
science so as to enhance student intellectual and aesthetic understanding. (g) To
foster science inquiry skills that can transfer to other spheres of problem solving.
(h) To help the students appreciate and in part emulate the role of the scientist; and
(i) To help the students grow both in appreciation of the orderliness of scientific

17
knowledge and also in understanding the tentative nature of scientific theories and
models.

The same reasons these researchers applied for doing practical work in geography
could be the same reasons for CST geography students doing practical work in the
University of Buea.

Based on the geography courses in the University of Buea, some of the courses are
design for practical work to be carried out. Some of these courses that entails
practical work in the University of Buea are:

Number Course code Course title Practical hours

1 GEO 208 Map analysis 20 hrs

2 GEO 216 Population geography 20 hrs

3 GEO 317 Rural/urban geography 20 hrs

4 GEO 326 Economic geography 40 hrs

Total 100hrs

Geography courses that requires practical work in the University of Buea.

Source: Brochure of the Department of Geography University of Buea.

Though geography courses are being design for practical work to be carried out,
but the institution and the geography Department is doing nothing to implement
this. With this, it is clear that CST geography students were supposed to be doing
practical work in geography but they are not doing practical work in geography.
This is evident to the fact that based on the questionnaire the researcher gave out to
students to know whether they are doing practical work in geography or not. From

18
the responses the researcher get, it is by far clear that CST geography students in
the University of Buea are not doing practical work in geography. The researcher
tries to know if CST geography students are doing practical work in geography and
the responses were as follows number of respondents who said they were not doing
practical work in geography where by far outnumbered the number of students
who said they were doing practical work in geography. This percentage (%) was
gathered to be 78% of students who accepted the fact that they were not doing
practical work in geography and 22% of students who accepted that were doing
practical work in geography. With this, it shows clearly that CST geography are
not doing practical work in geography in the University of Buea.

Perception of importance of Geography practicals

According to Fuller I.C (2006) students experiences towards practical work in
geography that are made under the control of lecturers are very important and
interesting. As in previous out-of-classroom studies, there were some students who
failed to achieve their goals. Some students stated that they could not efficiently do
what is expected from them owing to the lack of preparation, shortage of time and
being a crowded group. Besides, the majority of students were very excited at the
geography classes taken outside the classroom. Seeing the Relevance of
Geography, after the out of classroom learning, students’ interest towards
geography grew a great deal.

Some students did not show any change of interest towards geography. Some
students declared that it would be more beneficial when lecturers of physical and
natural geography took part in field related studies as well. Some students where
been ask “How did these out-of-classroom learning have an effect on their interest
towards geography, the following answers where given (a) I memorized a great
amount of knowledge to pass my exams. (b) When I saw the geographical

19
information by experiencing, my interest towards geography increased as well as I
thought I should spend more time studying geography. (d) My desire to learn about
the place I live in grew as well as I was deeply impressed. (e) I had a great wish to
do more research about geographical land marks as my interest increased.
Beforehand, students disliked geography classes because they did not get
satisfaction during the classes, they got bored. When they saw the knowledge they
learned in the class in their own nature, their point of view about geography
changes positively. Pawson E and E Teather (2002), Kent A and N.Foskett (2002).
The importance of practical work is of vital importance to students as seen below.

According to Harri Daniel (June 25 2012), practical work in geography has the
following benefits to students which includes development of skills, promotion of
cultural understanding, makes learning interesting and interactive, conceptual
development, and social and personal development. Here, we would look at
theimportance of practical work, ways to improve on practical work, best ways of
carrying out practical work, constraints to practical work and the problems of
higher education in Cameroon.

Development of skills

Practical work in geography is of very vital importance to students especially when

it comes to skills development. Through practical work in geography especially
field related studies, students gain or acquire skills in different domain of
geography such as map work, investigation, data collection, analysis and computer
skills. Apart from these skills, it also improve on student’s ability to communicate
as students had to interact with other people during field related studies or out-of-
classroom learning or studies. This is glaring when students themselves are part of

20
the learning activity. In out-of-door learning, students takes responsibility of their
own learning where they gain confidence.

Promotion of cultural understanding

Another vital importance of practical work in geography or out-of-classroom

learning is the promotion of cultural understanding amongst the students. This is
based on the observation and the interviewing of people so as to gain knowledge of
some of their aspects or cultures such as languages and social structures. This is
particularly important when learners themselves participate a great deal in the
learning process. By doing this, it will help the students to understand different
peoples culture and to have a better understanding about the environment and some
social issues.

Makes learning interesting and interactive

Practical work in geography is an enjoyable experience that gives students the

upper chance to have experience in new environments. In classroom learning,
students are often stuck in the same place for a very long period of time with the
lecturer pouring his boring lecture and piling notes. This kind of learning makes
students to become more passive learners rather than being active learners.
Practical work in geography offers a chance for interactive and interesting learning
especially when it comes to laboratory learning where learners can manipulate
objects like rocks and related field studies where learners can exploit the
environmental landscapes. Besides being enjoying, students became more creative
as it develop learners to become more independent and haven open to their own
creativity and thinking skills.

21
Conceptual development:

Practical work supports the geography curriculum by promoting geographical

knowledge and understanding (Job et al 1999). In helping to bridge the gap that
exist between the classroom and the real world (Fuller 2006), it helps to reinforce
students’ understanding of geographical terminology and processes (Job et al
Fieldwork provides a means of contextualizing students’ learning and contributing
to students’ cognitive development, enabling them to understand the relationships
between groups of geographical factors (Job et al 1999).

Social and personal development:

Practical work in geography has the potential to contribute widely to students’

personal and social development. For example, students can learn the importance
of taking personal responsibility for their learning (Hall et al 2002) while the
challenges provided by practical can help to build students’ confidence and
resilience (Job et al 1999). Practical work can also help to break down barriers
between students and their peers and between students and staff (Hall et al 2002).
The opportunity to develop soft skills, such as leadership, teamwork and
communication skills, further contributes to students’ personal and social
development.

Cognitive arguments:

It is argued that practical work can improve pupils’ understanding of scientific

concept and promote their conceptual development by allowing them to visualize
the laws and theories of science. It can illustrate, verify or affirm theory work.

22
Affective arguments:

Practical work is been argued, to be motivating and exciting as it generates interest

and enthusiasm among students. It helps learners to remember things likewise
helping them to stick.

Skills arguments:

It is argued that practical work develops not only manipulative or manual dexterity
skills, but also promotes higher-level transferable skills such as observation,
measurement, prediction and inference. These transferable skills are said not only
to be valuable to future scientists but also to possess general utility and vocational
value.

Importance to teachers

Even though practical work goes a long way to benefit the students, but this does
not mean that teachers on their part do not benefit as well. By doing practical work
with the students, they gain a lot because it help them to acquire more knowledge
needed in the improvement of the discipline. It also open him to research whenever
doubt arises. Also, the more the teacher goes out the students, the more he gain
expert knowledge in that area and also it will help the teacher to know the trend of
knowledge possess by the students and also know their weaknesses and strength
which is helpful to him.

Ways to improve on practical work

According to Practical information and guidance for schools and teachers (Berry
Sheerman 2006), the following ways should be done to help improve on practical
work which includes: involve students in planning, communicate and work in
partnership with others and find time to reflect on the experience both for your
students and yourself. It also gives the necessary steps on the best ways of practical
23
work. The Geography Department in the University of Buea can also use these
points forwarded by Berry Sheerman in 2006 to improve on its practical activities.
These various ways can be examine in detail as seen below.

Involve students in planning

This has a very huge advantage for everyone involved. By helping students to plan
the visit, you create a sense of belonging in them. The visit becomes theirs and the
students will not only be clear about what is expected of them, but also show
greater commitment and motivation. Involving students in producing the risk
assessments and a Code of Conduct not only teaches them life skills, but also
encourages them to engage with the visit and behave well as well.

Take advantage of the wide range of training opportunities for staffs involved in
the visits. The Outdoor Education Advisers’ Panel offers training and update
sessions, as well as the new Group Leader Training sessions for those going out on
visits with students. The OCR’s Off-Site Safety Management course, offered by
the Royal Geographical Society with and a number of other centers around the UK,
enables staffs to gain a formal qualification in the process of running visits be they
local, residential or international

Find time to reflect on the experience both for your students and yourself.

Evaluation is not only a key part of risk assessment but also vital to ensure that
visits enables quality learning experiences. Share what you have learned with
colleagues and in particular the school so that they can benefit from your
experience. The quality and safety of any visit is dependent on careful preparation
and planning. For those teachers willing to take up the challenges of taking
education outside the classroom the rewards are many, and there is a huge support

24
network of people and organization to help you do this, from short visits exploring
your local community, to more ambitious overseas ventures.

Communicate and work in partnership with others

You need to communicate and work in partnership with organizers in schools and
other institutions to draw up a contract arrangement for each visit. This details to
the whole group with specific learning objectives, the expected out puts and
outcomes, and the range of logistical support that needs to be provided before,
during and after the visit. The next heading below talks on the best ways of
carrying out practical work.

Best ways of carrying out practical work

There are many steps to be consider when doing practical work or out-of-door
classroom work according to (Berry Sheerman 2006). These steps could also be of
vital importance in the geography department in the University of Buea when
carrying out practical work. These steps can be seen below:

Step one: set clearly defined objectives for which this will mean that everyone
get the most of it

The key to a safe and successful practical work is good, early planning with clear
educational outcome. It will be helpful to identify what it is that you are expecting
your students from the experience and evaluate the success of the outing when it is
over.

Prioritize your objectives so you design a visit that closely mirrors your aspiration
as it is appropriate to the needs and competent to your group. Also, remember to
make amount of planning and preparation proportional to the duration and type of
planned activities. It should not be time consuming.

25
Step two: getting help from the start

Check out your school policy early enough as you need to stick to this and it will
help you the most in your effort.

Also, talk to make your Schools Educational Coordinators about your proposals.
On the start, they will be able to tell you who else on the staffs has organized
similar activities.

Step three: support with finding a site

Here, you begin detail planning about the location, duration, and costs and staffing
for the visit which have some useful checklist to help you do this. At this point in
time, it will become more appropriate whether to have resources to organize the
visit with the help of your colleagues, parents and students within the school.

Step four: before you leave for your practical work

Once you have decided on your practical site, whether a laboratory, or out of the
laboratory, do a planning pre-visit in the area. This can be carry out alongside your
other colleagues to find out more about the site and facilities. When looking for the
practical site, you should also take in to consideration the size of the group. Also,
confirm that the site is appropriate in terms of safety and can meet your teaching
learning objectives.

Step five: staffs support on that day

The competent of the staffs involve is important ensuring that the visit is
successful. Staffs should have the opportunity to assist on visits and have access to
training. All staffs present should be clearly briefed on their roles and
responsibilities. The next sub heading below shows the constraints that affects
practical work in geography.

26
Constraints to practical work
Constraints can be seen as those aspects or things that prohibit an activity from
moving on smoothly. Chua Shen and Bok (2003) group these constraints in to
environmental, political, social, and economic and teacher expertise as seen below.

Economic constraints:

The economic constraints on practical work can be seen in two dimension that is
budget limitation and budget allocation. As concerns the budget limit, the
government over the years through its budget has negative influence when
practical work in geography is concern in public universities not living out the
University of Buea. This is because the budget allocation in state universities is not
enough to carry out studies and research and above all, effectively put in place
geography laboratories and buy geography equipment that could be used for
carrying out practical work hence leading to poor academic achievement on the
part of the students. Concerning money allocation to higher institutions, it is not
enough to meet the needs of the demands and increasing geography student’s
population. This has made the available reduction in the number of geography
laboratories to carry out practical work.

Environmental constraints
The public concern and regulations require the environment to be protected such as
air protection, tree preservation, traffic limit, noise control and so on. In the
planning and design stage of the practical work, the responsible people need to go
to the Environmental Department to apply for the approval/justification for the
practical work. This takes time and will affect the practical activity. If the approval
is not obtained on time, the whole activity will be delayed, or could not be carried
out. There are also other technical constraints arising from air protection, tree
preservation, traffic limit, limit due to excavation permit for works.
27
Political constraints:

Legal rules or decision also have a part to play as far as practical work in
geography is concern. The political or legal constraints exist because of the fact
that there are many rules and regulations put in place by the government or the
authority in question concerning practical work. This decision may be because of
safety purpose, work law and supervision purposes. If the government or the local
authority cannot approve your practical proposal, they would definitely become a
constraints to your activity. For example if the school wants to take a practical
study in an area which the school might consider of not being safe, the law might
prohibit it in one reason or the other. Also, they might not be able to erect the
necessary infrastructure and buy the necessary equipment needed for carrying out
practical work.

Social constraints:

Even though insignificant, it may post a serious problems for the team going out
for practical. The social constraints may be human constraint, constraints of the
environment. The site for the practical work to be carried out may not
accommodate all the students. This site may be the laboratory or going out to the
field. This will automatically become a constraint to both the teacher and the
students. Also, if the teacher do not have mastery of the instrument, it will lead to
massive problems because the knowledge will not go through.

Teacher expertise

Half of the organizations responding highlighted the issue of non-specialize

teachers, confident in their own area but uncertain in their practical competence
outside this. The problem is considered to be more serious in the physical sciences
and this could have a knock-on effect of reducing the number of pupils who enjoy

28
these subjects, so reducing the pool of expertise. Cameroon higher education is
faced by certain challenges. These challenges can be seen in the subsequent
heading below.

Challenges of higher education in Cameroon

According to the Reforming a National System of Higher Education in Cameroon
by DR. Dorothy L. Njeuma, the challenges of higher education in Cameroon can
be analyze. In 1993, Cameroon higher education witnesses a reform. This reform
lead in the creation of other universities to decongest the existing once. This
reform brought out some challenges that affected higher education in Cameroon.
These challenges include: the challenge of access, the challenge of quality, the
problem of professionalism, teacher qualification, research output and funding and
access to equipment, books and teaching materials. These challenges can be further
expatiated below.

The challenge of access

Before the 1993 reform, the universities in Cameroon at that time were
regionalizing. This means that the university of Yaoundé carry the bulk of students
and because of the fact that the university was far as compared to other regions of
the country, it makes it more difficult for other students from different part or
regions of the country to have access to it. Apart from the problem of distance, the
language of instruction in this school were English and French language. But since
this school was found in the French zone, it makes French language to become
more dominant because most of the programs were in French. This has a negative
effect on English speaking Cameroonians thereby limiting their access in the
university hence poor academic performance.

29
Challenge of quality:

The quality here refers to the effectiveness of education given to the students
before 1995/1996 reform. In the 1993 reform, the quality of higher education in
Cameroon was very low. This was cause particularly of the fact that the number of
students far exceed the number of teachers. This increased the number of students
per teacher. The insufficient qualified staffs had a negative effect on higher
education in Cameroon by reducing the quality of education.

The problem of professionalization:

The creation of human resource for a particular carrier was somehow almost absent
especially in the private sector. The main aim of the creation of the University of
Yaoundé in 1962 was to train human national resource. Even though they were to
train professionals, graduates from these universities do not find the type of
qualification needed by the private sectors. When the public sector had already
employ or when they become saturated in employment, those not employ are seen
by the private sector as being unqualified to work in the private sector.
Consequently, many graduates move along the street without job because of no
professionalism and lack of specialization in a particular area.

Teacher qualification:

The 1993 reform led to the creation of new universities as far as higher education
in Cameroon is concern. With the creation of these schools rooms were given for
the recruitment of new staff to teach the students. But this was however difficult
because qualified teachers were difficult to find. As the case may be, most of the
recruited staffs lack the necessary qualification and experience to enhance quality
education. As a result of this, many staffs are being train abroad on specific
programs which entails high cost. All this just to ensure staff qualification.

30
Research output and funding:

Again, one the objective of the reform was to provide research environment for the
school, teachers and students. The research output and environment was difficult to
realize due to the absent of a well-qualified staffs or teachers in the department.
Away from that, we also have financial problems to fund such project. Though the
state had no sufficient budget, the universities also allocated little or no budget for
this domain partly of the inadequate specialization in this dimension.

Access to equipment, books and teaching materials:

To ensure quality education and effective teaching, students and staffs most have
access to laboratories, books in libraries, teaching materials and classroom space.
The 1993 reform stipulated that universities should admit student’s base on these
equipment in accordance with their infrastructures as well as their human and
financial resource available. At this time, with the few private higher institution in
the country, pressure was mounted on state universities. And as the demand for
higher education keeps increasing though hardly any investment being made in
infrastructure. Even though universities were limited in the amount of students to
be admitted, this could not be implemented because of the mass number of
students leaving secondary school and because of the quest they have for
university education, it made access to equipment, books and teaching material
inadequate.

Empirical study
Various studies have pointed out that practical work in geography or out-of-
classroom learning are of vital importance to students as far as learning process is
concern and it is very important in the teaching and learning of geography.

31
Studies have shown that laboratory experiences have greatly improved on students
learning in geography. These could be clear learning outcome, integration of
content and processes, and incorporation of continuing student reflection coupled
with discussion. All of these principles could also be exercised in authentic tasks
in the form of field related studies. According to Braund and Reiss (2006), Field
related studies provides the ideal example of authentic practical work, mainly
because it provides an opportunity to challenge the myths propagated about
practical science in a school laboratory.

Ahlgren & Rutherford (1990) came to similar conclusions when they said inquiry
is a distinctive characteristic of science. When students use inquiry to ask questions
and conduct investigations they engage in active learning. According to the
National Research Council (2000), this is an example of metacognitive learning; It
focuses on sense making and reflection. This means essentially looking at natural
phenomenon, asking questions, testing hypothesis, gathering data and
observations, and reflecting on the validity of your thoughts. This mode of inquiry
by asking questions, investigating phenomenon, using the scientific method and
sense making and reflection is implicit in students’ field related studies or out of
classroom learning (Barnet, et. al. 2006; Manzanal, Barreiro, Jimenez, 1999).

Doing practical work in geography, there is a lot of creativity needed. Scientists

use creativity to solve problems, to make connections, to conduct experiments, and
to come up with hypothesis and theories. Einstein agreed that imagination was
paramount for extending the current understanding of science (National Research
Council, 2005).

Teachers commented on gains in student knowledge that they observed in the

classroom. Students were able to retain information, that they learned outside and

32
use it in the classroom. According to the teachers, the lessons tapped into the
different learning styles that students have and also required the students to use
higher level thinking skills.

Chapter summary
In this chapter, we have discuss the theoretical framework of the study, the
relationship between theory and practicals, conceptual framework and empirical
study.

33
 CHAPTER THREE
RESEARCH METHODS
Introduction
This chapter present the method and procedure use in carrying out the research
which include the research design, area of study, the population of the study, the
sample and sampling techniques, research instrument and finally the device used
for data collection and analysis and chapter summary.

Research design
Denga (1998) describes research design as the plain, structure and strategy for
investigation conceive by the researcher to obtain answers to the research questions
and to control variance. Asika (1991) refers to research design as the structuring of
investigation aimed at identifying variables and their relationship to one another.
The research design used for this study is the descriptive research design precisely
the survey study. This is a research design in which a group of items or people are
studied through collecting and analyzing data from only a few people or items
considered to be the representative of the entire group. The sample survey is
studied and findings from this will be generalize to the entire population.

Area of study
The area of this study is in the University of Buea in Fako Division, South West
Region of Cameroon.

Population of the study

Population in research can be defined as the totality of specific elements about
which the researcher intends to make some reference through studying them.
Bobbie (1973). The population in my research is all the undergraduate CST
students in the University of Buea. The target population of this study is all the
undergraduate CST geography students in the University of Buea. The accessible
34
population are 50 (fifty) CST geography students selected from level 200, 300 and
400.

Sample size and sampling techniques

A sample is that group of element drown from a defined population through
specific procedure. The sample size is made up of 50 CST geography students
selected from level 200, 300 and 400. The sampling techniques is the simple
random sampling technique in which every element of the population has an equal
chance of being selected or chosen for sampling.

Instrument for data collection

The instrument used in this study is a questionnaire. A questionnaire is a set of
questions or items (statements) requiring responses that provide information that
will help the researcher to verify his objectives and hence answers the research
questions. The questionnaire was designed by the researcher because all the
students involved were literate. As a matter of fact, the researcher used this
instrument because it was suitable and the most reliable means of collecting the
desired information. The first part of the questionnaire was design by a letter to
address the students which introduces the researcher, his department and the
purpose for which he is caring out this research. In this letter, the researcher also
promised to keep whatever the students have said confidential. The questionnaire
had four items and it was divided in to two sections that is section A and B.
Section A entails the personal information or demographic analysis while section B
entails the research questions. Section B was divided in to two parts: the open
ended and the close ended. The close ended items requires that students select from
the choices that the researcher has provided while the open ended section requires
that students gives their own opinions.

35
Validation of research instrument
Basic to the validity and reliability of the questionnaire is asking the right
questions, phrased in the least ambiguous way. To achieve this objective, copies of
the questionnaires were given to the supervisor who carefully read the items and
made necessary corrections. In addition, the supervisor also reviewed the items in
terms of purpose of the study as well as the research questions. This was to know if
the research questions fit to elicit the information they were intended to elicit. The
supervisor also commented on the overall adequacy of the questionnaires making
appropriate correction. In addition to the validity and reliability of the
questionnaire, simple and clear language was being used to facilitate
understanding.

At the end of the exercise, the questionnaire items were modified along the lines
suggested by the supervisor. This ensures not only face validity but also content
validity of the questionnaires as well as reliability.

After validation of the questionnaires, the researcher printed 50 copies and

administered it to his sample population. This means that 50 copies of the
questionnaires were given to students and 50 copies were collected after
administration.

Data was analysed using descriptive statistics of frequency and percentage.

Tabulation was also used to differentiate respondents’ opinions on the questions
asked.

36
Administration/return rate of questionnaires
Questionnaire return rate.
The researcher establish the number of returned copies of the questionnaire before
embarking on the data analysis so as to establish the number of respondents used in
the analysis. The result on questionnaire return is presented on the table below.

Table 1: questionnaires return rate.

Variables Questionnaires Returned Not returned
administered
1) level 200 12 12 (100%) 0 (%)

2) level 300 13 13 (100%) 0 (%)

3) level 400 25 25 (100%) 0 (%)

Total 50 (%) 0 (%)

Table 1 shows that all the questionnaires were return by the students in all the three
levels. This shows that data was collected from all the intended respondents and
therefore was a good representation as proposed by the researcher. Also, the
researcher seems to have made a good follow up of the distributed questionnaire
which enable him to get back all the copies. Table 1 also reveals the various levels
that the researcher used in carrying out his research. It also shows each number of
respondents in each level. From table 1 above, we can see that level 400 has the
majority of respondents (25) while level 200 has the smallest (12).

The researcher went to the various classes based on their different levels. The
duration for answering the questionnaires depended on the individual but at least
the maximum time was 5 to 7 minutes because it also required open ended

37
expressions. The administered questionnaires were collected on the same day
based on the different levels and the days of administration by the researcher
making a return rate of 100% since there was no missing questionnaire in the
course of the process. This type of administration of questionnaire used in this
study is known as face to face or on the spot administration of questionnaire.

Methods of data collection

The method of data analysis to be used here is percentage and frequency.

The percentage (%).

With percentages, we are going to round up every responds of YES and NO to

hundred.

Percentage of Yes ═ Number of Yes ×100

Total sample

Number of No × 100
Percentage of No =
Total sample

When the percentage of YES is greater than the percentage of NO, then the
independent variable will affect the dependent variable. While on the other hand, if
the percentage of NO is greater than the percentage of YES, it means that the
independent variable will not affect the dependent variable.

38
Chapter summary
Here, we have seen and explain the research design, area of study, population of
the study, sample size and sampling techniques, instrument for data collectionand
validation of instrument for data collection and method of data analysis.

39
 CHAPTER FOUR
PRESENTATION AND ANALYSIS OF DATA
Introduction
This chapter deals with the presentation and analysis of data collected from the
field to verify the objectives of the study and summary of the findings.

Demographic information
Respondents’ distribution by gender
Here, the researcher presents information concerning variables, gender distribution
of the respondents to ascertain whether the study was gender sensitive and age
distribution. The results were presented in table 1 below.

Table 1: showing the variables of the study, age range and respondents’
distribution by gender.
Variable Frequency Percentage (%)
1) level
200 12 24%
300 13 26%
400 25 50%
2) gender
Male 25 50%
Female 25 50%
3) Age range
16 – 20 12 24%
21 – 24 33 66%
25 – 29 5 10%
Total 50 100%

40
From table 1 above, we can see that level 400 has the majority of respondents (25)
given us (50%) while level 200 has the smallest (12) given us (24%).the table also
reveals that the respondents were evenly distributed according to their gender. This
shows that there was a gender balance in the distribution. The female has (50%) as
well as the male with (50%). The researcher further presents the age distribution of
the respondents. This was to establish whether age was affecting academic
performance in any way. The responses were presented in table 1 as well. Table 1
also shows that all the students interviewed are below 30 years and majority of the
respondents fall between the age of 21 and 24 years which is 66% and 24% of the
ages between 16 - 20 and the least which is 10% ages of 25 and 29. The next table
below shows the presentation of result that the researcher collected depending on
the various items on the questionnaire.

Presentation of results
Here, the researcher present the results of the findings that he got from the field.
This results is based on the different items that he gave to the respondents. This
results can be seen below.

Table 2: a question to find out whether CST geography students are doing
practical work in geography
Response option Frequency Percentage (%)

Yes 11 22%

No 39 78%

Total 50 100 (%)

41
Table 2 shows that out of the total number of respondents, 78% agreed to the fact
that they are not doing practical work in geography and 22% of the total
respondents said that they are doing practical work in geography. Based on the
results from table 4 above, we can therefore conclude that CST geography students
are not doing practical work in geography.

Table 3: it seeks to know the extent to which CST geography students are
doing practical work in geography.
Response option Frequency Percentage (%)
Very high extent 1 2%
High extent 8 16%
Low extent 17 37%
Very low extent 24 48%
Total 50 100 (%)

Table 3 reveals that out of the total number of respondents, and based on the
response options, very low extent had the majority with a total of 48% and very
high extent with the least of 2%. This shows that even if there were to be any form
of practical work in geography, it is of very low extent. Based on the results from
table 4 and 5, we can conclude that CST geography students are not doing practical
work in geography.

42
Table 4: to know if practical work in geography is of any importance to CST
geography students.
The results of the finding can be presented in the table below.

Response options Frequency Percentage (%)

Yes 50 100%
No 0 0%
Total 50 100 (%)

Table 4 shows that all the respondents accepted to the fact that practical work in
geography is of vital importance to them. As seen from table 6 above, total number
of respondents who says yes is 100% and No has 0%. Results from table 6 above
shows that even there is no practical work being carried out in geography in the
University of Buea by the Geography Department, but CST geography students
accepted to the fact that practical work in geography is of vital importance to their
learning.

The next table below contain the second part in part A of the questionnaire which
is the open ended questions. Here, students were required to give their opinions on
the various ways of importance of practical work to them.

43
Table 5: requires that students bring out the various ways of importance of
practical work to them as geography students.
Table 5 below shows the various ways given by the students about the importance
of geography practical to them and it is group under the various headings and
showing their frequencies.

No Reponses Frequency
1 Increase teaching skills and professionalism. 9
2 Facilitate knowledge and understanding. 17
3 Know about the natural environment and their features. 13
4 Skills acquisition and development. 14
5 Naming and identification of geographic features. 4
6 Encourages creativity and critical thinking 6
7 Bringing geographical theories to reality 14
8 Participate, ease and makes learning process interesting and 9
interactive

The table below which is sub table 5, further shows the various ways given by the
students to show that practical work in geography is important to them as
geography students based in the following ways and it is analyzed based on the
various headings as well as showing their frequencies.

44
No Responses Frequency
1 Increase teaching skills and professionalism.
a) It helps to train me to become a professional teacher.
b) It is important because it has help me to facilitate learning by
teaching others what I have learn.
c) It helps me to fit to the society as I can become a teacher after my
degree program.
d) To develop more skills in the practical field
e) I as a teacher will carry students out for practicals without me 9
experiencing it, how will I bring out my best in the field.
f) Practical work makes you to have a mastery of the field of
geography using its lab (the world).
g) It increase my professional skills and makes students professionals.

2 Facilitate knowledge and understanding.

a) It helps me as a geography student to acquire practical knowledge
from what I have learnt theoretically.
b) It is important because it helps me it increase my understanding in
geography.
c) It helps me to understand geographical concepts well.
d) It is important to me because doing practicals will broaden my 17
knowledge of geographical concepts.
e) It helps me to know and understand certain things in geography.
f) It increase my ability to understand this discipline well.
g) it is important because it helps me understand better than
classroom work and reduces forgetfulness
h) It helps provide an in-depth knowledge toward the subject matter

45
 and makes it easy to understand.

3 Know about the natural environment and their features.

a) It helps me identify the geographical features that are found in the
environment.
b) It helps me to exploit the physical areas in the field of physical
geography.
c) It helps me to know where physical features are like rivers, lakes
and others relief like mountains.
d) Going to the field will help to know other people’s culture and land
scape across the continent.
e) It is important to me because it helps to identify features whenever
I see them in the environment.
f) It helps improved my knowledge about the environment and makes
me get acquainted with the constant changing of the environment. 13
4 Skills acquisition and development.
a) It lead to the development of skills specifically in anticipating or
predicting the future.
b) It improved on my personal skills and observational skills.
c) it improved on my experimental learning skills
d) It provide and improve on my problem solving skills. 14
e) it improved and develop my cognitive skills
5 Naming and identification of geographic features.
a) It helps me to know the type of soils to cultivate crops on.
b) It helps widen my knowledge on map analysis especially weather
maps and geological maps.
c) It helps me to know the various rocks types and also to identify 4

46
 them.
d) Pictures on practical work serves as a guide for remembrance to all
concepts.
e) It facilitate my understanding of geographical interpretation e.g.
map analysis.
6 Encourages creativity and critical thinking
a) Practical work makes students to think critically during the
practical activity.
b) It helps me to be creative and to be critical in thinking.
c) It helps use to predict certain problems that occur in our 6
environment like flooding and eruption.
d) It helps geographers to be able to acquire basic solutions to the
environmental problems.
7 Bringing geographical theories to reality
a) Practical work makes geography to be real in life by putting
theories into practice.
b) It helps to interpret real life situation by seeing these things in the
past happening in the present.
c) it is a reality of what has been taught in class
d) It is important because most students understand practicals than
theories.
e) It reduces abstractivity as I am being exposed to the reality of 14
geography studies.
f) It is important because field studies equally pacticalized the
theoretical concepts learnt in class.
8 Participate, ease and makes learning process interesting and

47
 interactive.
a) It helps and makes the student to have interest in the subject which
also motivate them.
b) Practical work will help me to retain all what is being taught in 9
class.
c) Practical work gives way for slow learners to quickly follow up in
the learning of geography.
d) It makes geography studies active and interesting to me.
e) It makes learning easier because what I see and do is easily learnt.
f) It makes me to fully participate in the learning process and
provides opportunity for self practicals.

Based on the responses that the researcher collected from the students, and based
on what the students have said, it shows clearly that practical work in geography is
of vital importance to CST geography students in the University of Buea.

Summary of the findings

The main assumption was to examine the extent to which CST geography students
are doing practical work in geography. Two main objectives were formulated and
after verification, that is using a questionnaire as the investigative tool, the
following results were obtained:

a) Following the questionnaire items, it shows that CST geography students are not
doing practical work in geography. This is based on their responses and the data
collected.

b) Concerning the perception of importance, though CST geography students are

not doing practical work in geography, but they accepted the fact that geography

48
practicals affect their learning positively. Also, we have seen the best ways of
carrying out practical work, ways to improve on practical work, constraints to
practical work and the challenges of higher education in Cameroon.

49
 CHAPTER FIVE
DISCUSSION, CONCLUSION AND RECOMMENDATION
Introduction
This chapter deals with

-Discussion of findings according to research questions

-Recommendations

-Conclusions

-Summary of the findings

-References.

Discussions of findings according to research questions

Research question one: The extent to which CST geography students are
doing practical work in geography.
According to the findings, we have seen that practical work is affiliated in the
teaching and learning of geography as a social science subject. This is true in the
sense that good practical work in geography helps develop students’ knowledge on
geographic concepts and processes. Practical work which can be seen as the
teaching and learning activities that involves students working individually or in
small groups, manipulating and or observing real objects and materials are of vital
importance to students learning (SCORE 2008). Practical work in geography have
certain objectives and purposes such as promote aspect of scientific thinking,
develop conceptual understanding, to arouse and maintain interest in geography
teaching and enhanced interactive teaching. Despite these purposes, aims and
objectives of practical work in geography, CST geography students are not doing
practical work. The same reasons raised by Millar and Abraham for doing practical
work, are the same reasons we are doing practical work in the University of Buea.
50
Based on the questions that were given to the students to know whether they are
doing practicals or not, many of the students refused to the fact that they are not
doing practical work in geography. And because of this, it makes the researcher to
conclude that they are not doing practical work in geography. Though some of the
courses are design for practical work to be carried out, the geography Department
in the University of Buea is doing nothing to implement it.

Research question two: perception of importance of geography practicals

According to the findings, we have seen that lectures and practicals makes
geography to be more real and interesting. We have also seen that practical work in
geography helps in bringing theories to reality. This helps students to attain certain
desires in geography. This is in line with what Kent A and N. foskett (2002) said
when they interviewed students to get tr opinions about the importance of
practicals. The findings also shows that practical work is important in several ways
such as development of skills, promotion of cultural understanding, makes learning
interesting and interactive, conceptual development and many others by Hall el al
(2002) and Job el al (2002). Not only to students alone that geography practical can
be of vital importance but also to teachers and the Department of geography in the
University of Buea as well.

Conclusions
From my research questions, the extent to which CST geography students are
doing practical work in geography. We can ascertain that CST geography students
are not doing practical work in geography and even if there is a form of practicals,
it is of very low extent. Also, even though CST geography students are not doing
practical work in geography, they accepted the fact that practical work is of vital
important to them and that is affects their studies positively.

51
Recommendation
In the earlier part of this work, much has been said and done to show that CST
geography students are not doing practical work in geography and also, we have
looked at the perception of importance of geography practicals. As such, much has
to be done by students, teachers, the geography Department and parents to make
sure that practical work in geography is being carried out by CST geography
students.

To students
Students should take every part of their learning activities seriously be it from
lectures, presentation and out-of-door learning or laboratory learning. Still,
students should cultivate the habit of group work and they should go in to learning
activities that triggers creativity and critical thinking skills. By doing this, it would
helped increased their achievement in geography.

To teachers
Teachers should follow the course outline strictly and therefore maintain the period
that is being dedicated for practicals because lectures without practicals in
geography will not bring the real value of the course and will not bring greater
achievement.

To the University of Buea geography Department

The geography Department in the University of Buea should ensure that teachers
or lecturers covers their required syllabus paying attention to lectures, tutorials and
practicals.

52
To parents
They should follow up their children to see that they are doing practical work in
geography and should provide the necessary resources needed by the geography
Department for practical work.

Suggestion for further research

This research has given a fore sight in to other researches that should be done by
other researchers.

 To investigate the relationship that exist between practical work and

students’ academic achievement.

Summary
This topic has discuss briefly on discussion of the findings, recommendation,
suggestion for further research and conclusion.

53
 REFERENCES
Abrahams. I. and Sharp R.M (2013), The Assessment of Practical Work in School
Science.

Annum. G. (2015), Research Instrument for Data Collection.

Brochure of the Department of Geography University of Buea.

Dillon. J. (2008), A review of research on practical work in school science.

Foskett N. (1999), Field Work In The Geography Curriculum-International

Perspective And Research Issues.

Garden R. (2011), Practical Experience in School Science Lessons and Field Trips.

Ian. A. and Millar .R. (2008), International Journal of Science Education.

Kent M. and Gilbertson D. D. and Hunt O. C. (1997), Field Work in Geography

Teaching.

Lambert. D. and Reiss. J. M. (2013), Leading Education and Social Research.

Njeuma L.D. (1999), Reforming a National System of Higher Education.

Sheerman B. (2006), Practical Information and Guidance for Schools and

Teachers.

Slater T.R. (1993), Locality-based Studies and Enterprise Initiative, Journal of

Geography in Higher Education.

Tambo L. T (2003), Principles and Methods of Teaching. Buea: Anucam

Publishers.

54
 GEOGRAPHY PROGRAM
From the Brochure of the Department of Geography University of Buea

Appendix 1

Courses for year one

Course
Code Course Title Credit Stat L T P
Value Us
FIRST SEMESTER
GEO Introduction to physical Geography 6 c 40 20 00
201
CST 203 Introduction to curriculum 6 c 40 20 00
development and teaching
EPY 205 Introduction to Human development 6 c 40 00 00
GEO 207 Introduction to human Geography 6 c 40 20 00
EFA 219 Educational foundations and 6 c 40 20 00
administration
SPT 100 Sports 2 UC 00 00 20
ENG 101 Use of English I 2 UC 10 10 00
FRE 101 Functional French I 2 UC 10 10 00
TOTAL 36 220 100 20
SECOND SEMESTER
GEO 202 Man and the Environment 6 c 40 20 00
EPY 204 Learning theories 6 c 40 20 00
GEO 208 Map Analysis 6 c 40 20 00
GEO Population Geography 6 c 40 00 20

55
216
CST 202 General pedagogy 6 c 40 20 00
ENG 102 Use of English II 2 UC 10 10 00
FRE 102 Functional French II 2 UC 10 10 00
TOTAL 34 220 100 20

Appendix 2

Courses for year two

Course COURSE Credit Status L T P

code TITLE Value
GEO Biogeography 6 C 40 20 O0
305
CST 317 Subject methods 6 C 40 20 O0
GEO 313 Climatology 6 C 40 20 00
GEO 317 Rural\ Urban Geography 6 C 40 O0 20
CSC 100 ICT 100 4 UC 30 00 10
EFA 317 Introduction to educational 6 C 40 20 00
administration and planning
TOTAL 34 230 80 30
SECOND SEMESTER
EFA 306 Sociology of education 6 C 40 20 00
CST 318 Introduction to research statistical 6 C 40 20 00
methods in education
CST 306 TEACHING PRACTICE 1 6 C 40 20 20

56
GEO 322 Geomorphology 6 C 40 20 00
GEO 326 Economic Geography 6 C 40 20 40

TOTAL 30 200 60 60

Appendix 3

Courses for year three

Course Course Title Cred

Code it Statu L T P
s
Valu
e
FIRST SEMESTER
CST 409 Measurement and evaluation in 6 c 40 20 00
education
CST 413 ENVIRONMENTAL EDUCATION 6 E 40 20 00
CST 415 TEACHING PRACTICE 2 6 C 20 00 40
GEO 401 TROPICAL GEOMORPHOLOGY 6 C 40 20 00
GEO 413 URBANIZATION IN DEVELOPING 6 C 40 20 00
COUNTRIES
TOTAL 30 18 80 40
0
SECOND SEMESTER
GEO 408 Geography of Cameroon 6 c 40 20 00
CST 498 LONG ESSAY 12 c - 30 30

57
GEO 404 APPLIED CLIMATOLOGY 6 C 40 20 00
CST 408 CURRICULUM ISSES AND 6 E 40 20 00
TRENDS IN CAMEROON

TOTAL 32 12 90 30
0

58
Appendix 4

A QUESTIONNAIRE FOR STUDENTS

Dear respondents,

My name is Nkwenti Frankline a final year student in the Department of

Curriculum Studies and Teaching / Geography, in the University of Buea. In
partial fulfillment of a B.Ed in the Department of CST / Geography, I am carrying
out a study on “the extent to which CST geography students are doing practical
work in geography”. The purpose of this study is for academic use only. I plead
with you to feel free and respond to the following questions. Your contribution
shall be kept confidential.

SECTION A

(Tick (√) the appropriate response in the boxes below).

Level 200 300 400

Age 16 - 20 21 - 24 25 - 29

Gender Male Female

1) Are you doing practical work in geography? Yes No

2) To what extent are you doing practicals in geography?

(Tick (√) appropriate response in the boxes provided below)

Very high extent

High extent

Low extent

Very Low extent.

59
3) Do you think practical work in geography is of any importance to you as a
student?

Yes No

4) If yes, use the spaces provided below to give three (3) ways in which it is
important to you.
A)______________________________________________________________
________________________________________________________________
B)______________________________________________________________
________________________________________________________________
C)______________________________________________________________
________________________________________________________________

60