Abstract
ap-reading has been regarded as one of the intricate, hardest and broadest aspect of geography by many students, teachers, readers and critics who consciously or unconsciously struggle with one map-reading phenomenon or the other without accomplishing the goal in mind. This among other reasons prompted the research into investigating the perceived difficulties associated with map-reading so as to provide remedial solutions in respect of the map-makers, teachers, students and other readers who find geography interesting. The research investigates the difficulties in map-reading in senior secondary schools in Lafia Local Government Area (LGA) of Nasarawa, State. The population size of the study comprise of 10 geography teachers and 100 randomly selected students from the sampled schools. The data used in the analytical procedures were collected from 10 sampled senior secondary schools located within and around Lafia LGA Headquarters. Hypotheses were generated, analysed and tested through applying simple percentages. The acceptance or rejection of the Null (Ho) hypotheses was based on the results that were computed and then compared to the critical table values at α0.05 significant level of judgement certified by natural, social and applied scientists and engineers. Percentages were used based on “the higher the result of the computation, the lesser the intensity of the problem”.
Published Version
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