Geography Students Research Articles

Navigating personal and disciplinary frontiers: engaging with undergraduate geography students’ reflections on their geographical education

ABSTRACT In this article, we engage with undergraduate geography students’ reflections on their geography education. We begin by examining the position of geography within education across the British Isles. Following this, we critically consider how geography education is shaped by “the gap” between school and university geography and geographies of education, before reporting on the findings from a survey of 333 undergraduate students studying geography across the British Isles conducted in late 2020. We examine the complex question of who is studying geography at undergraduate level, students’ journeys through their geography degree, and their experiences of personal and disciplinary frontiers in education. We conclude by arguing the importance of educators engaging with students’ “everyday” geographies, and for further research into progress across education phases in geography to co-construct a rich and rounded geographic education.

The Impact of Learning Behavior and Student Engagement on Learning Outcomes in Geography Subjects at Junior School Level

Geography is a science that deals with all activities and symptoms found on earth. At the junior high school level, geography is integrated into integrated social studies subjects. Geography is also an important social science to be implemented in lower secondary schools, but in its application there are also factors for its success, including learning behavior and student involvement. The objectives of this research are1) Analyzing the effect of learning behavior on student geography learning results, 2) Analyzing the effect of student engagement on geography learning results, and 3) Analyzing the effect of learning behavior and student engagement on geography learning outcomes. This research used quantitative method. The population in this study were students from grade 7 to grade 9 at SMP Negeri 2 Kemalang totaling 584 students. The sample in this study consisted of 237 students. SThe sampling was conducted using the stratified random sampling technique. Data were obtained using observation, documentation, and questiinnaires. The data analysis techniques used in this study include descriptive statistic, simple correlation tests, and multiple correlation analysis. The result shiwed that 1) students have a level of learning behavior in the high category, 2) student learning engagement in geography subjects categorized into high category, and 3) There is no significant influence of learning behavior and student engagement on geography learning success. It can be observed that the r value is smaller than the r tabke value 0.059 0.134) and the significance value is above 0,05 (0.416 0.05).

Detecting differences between the map reading strategies of novice and expert students of geography: A pilot study

Detecting differences between the map reading strategies of novice and expert students of geography: A pilot study

The Influence of Differentiated Learning Strategies on Motivation and Geography Learning Outcomes

The purpose of this study is to ascertain how diverse learning strategies in geography instruction affect the learning outcomes and motivation of SMA Negeri 1 Bunyu geography students. This study employs quantitative techniques and is the kind that has an experimental design with a Nonequivalent Control Group Design, where there is an experimental class that uses differentiated learning strategies, while the control class uses expository learning strategies. The use of this design is based on the problems faced by teachers in the classroom, such as low student motivation to learn, and the strategies used by teachers are not diverse. This design makes it possible to compare different learning strategies between differentiated strategies and expository strategies on student motivation in the classroom. Sixty-three students made up the study's sample, which was selected using a combination of random and probability sampling techniques. SPSS version 25.00 data analysis techniques using the t-test (Independent Sample T-test). With a value of 0.000 0.05, the t-test results showed that using a variety of learning strategies can improve learning outcomes and increase student motivation. Differentiated learning tactics are implemented based on the needs and abilities of students in order to provide an inclusive learning environment. The utilization of various strategies can improve students' academic achievement in addition to encouraging deeper knowledge. The findings of this study show how differentiated instruction can improve students' academic performance and motivation for studying geography.

Assessing Competences of Geography Students Acquired through the Competence-based Teaching and Learning Approach in Rwandan Secondary Schools

This study sought to assess the level of competences acquired by Geography students through the Competence-based teaching and learning approach in the Rwandan Secondary Schools. It was conducted in six secondary schools, where geography is taught as a major subject. The study followed a quantitative approach with a cross sectional descriptive design. Data was collected using a test administered to 210 students of senior 5 and senior 6 on the content learned in senior 4 and 5 respectively. The findings highlight that students achieved the assessed competences at a high level. They performed well in human and economic geography than in physical geography. Students from boarding schools performed better than those in day schools in both sub-areas of geography and for both S5 and S6. Urban schools performed better than rural schools in physical geography for both S5 and S6 with exception in human and economic geography. The study recommends more support to all schools to achieve the expected performance in both physical and human and economic geography at an excellent level.

Fieldwork nearby and far away: Student-geographers and the expanded field in the history of geography

This essay argues for a connection between studying the history of geography as an academic discipline and the research experiences and knowledge productions of undergraduate geography students. The whereabouts of undergraduate dissertation research and the conceptions of what the field actually constitutes shapes geography students’ perceptions of the discipline, and thus affects shifts in what future and novice practitioners see as geography, or geographical knowledge. When comparing the local educational versions of academic geography taught at one university to more traditional, perhaps canonical, narratives on the history of geography, it becomes obvious that although there are many similarities, the timelines between disciplinary trends and educational practices never fully match.

Esej jako metoda kształcenia studentów – przyszłych nauczycieli geografii

An essay is one of the written forms of expression commonly used in literature. It can also be a method for correctly and ingenious formulation of written statements by pupils and students in the process of their education at various stages of learning and studying. The aim of the article is to present the features and values of the essay as a method used in the process of educating geography students – developing various language skills, including: freedom of expression of one’s own views, subjective assessment of facts and events, and creative involvement – i.e. competences useful to geographers, especially candidates for work in as teachers. The article also includes the results of a survey conducted on the subject of the essay among students of geography teaching specialization or teaching unit / module at five Polish universities, as well as considerations on the advisability of using it as a form of passing a course.

Geospatial Technology Intervention Module in Learning and Facilitation (L&F) Amongst Form Two Geography Students

Technological evolution in the 21st Century Learning and Facilitation (L&F) have been significantly affirmed by the Ministry of Education Malaysia (MOE). Nonetheless, the present scenario still indicates the snag of technological development in the education system such as the application of geospatial technology in the subject of Geography in Malaysia which is not significant. Generally, Learning and Facilitation (L&F) of Geography subjects concern conventional activities that do not help much in improving the Spatial Thinking Skills (STS) and student interest. Ergo, Geospatial technology has been observed to have the potential to increase STS and student interest in Geography subjects. This study aims to develop a Geospatial technology intervention module based on the theory of Cognitive Learning, Theory of Constructivism and Bloom’s Taxonomy Theory. The formation of this module adopts Sidek Module Construction Model (MPMS) as the main motivation to complete this module. The contents of the module are also identified through a more comprehensive and analytical and extensive review of past studies done. This study creates draft modules that have four submodules namely Geography Skill, Physical Geography, Human Geography and Area Geography. The module is anticipated to be implemented as an effective L&F material especially in enhancing STS and attracting students to Geography subjects.

Analysis of Interests Students in Learning Geography in Class XI IIS in MAN 1 Sintang

The objective of this research is to know how the interest of the students to study the subject of geography class XI IIS in MAN 1 Sintang, so that the teacher can find a solution to solve the problems felt by the students in their learning activities, so the students will gain success from their learning. The form of research used in this research is qualitative research with descriptive research methods. Data collection techniques in this study use observation, interview, and documentation methods. The data collection tools used are observation sheets, documentation and interview guidelines. Data analysis uses the Miles and Huberman model that consists of data reduction, data presentation, conclusion drawing. The results of the research showed that students of class XI IIS were interested in geography subjects. Students' interest in learning can be seen through 4 indicators, namely, the feeling of pleasure, the attention of the students, the involvement of students, and the willingness to learn the students. So students are said to be interested in geography subjects because they meet the four indicators of interest in learning.

Comparison of Motivation and Geography Learning Outcomes of Students Who Live in Islamic Boarding Schools and Outside Islamic Boarding Schools

Purpose of the study: The purpose of this research is to determine whether or not there are differences in the motivation and learning outcomes of geography Madrasah Aliyah Nurul Jadid students who live in Islamic boarding schools and outside Islamic boarding schools.
 Methodology:This research uses comparative quantitative research. Data collection methods use observation, questionnaires and documentation. The population of this study was all students in classes X-XII Madrasah Aliyah Nurul Jadid, totaling 113 students. There are 78 students living in Islamic boarding schools and 35 students living outside Islamic boarding schools. Sampling used the Proportional Sampling technique. The number of samples in this study was 65 students who lived in Islamic boarding schools and 32 students who lived outside Islamic boarding schools. Analysis of hypothesis testing on learning motivation variables and student geography learning outcomes using Parametric Statistics with the Polled Variance t-test formula and Independent t test SPSS 23 for Windows program.
 Main Findings: The results of research data analysis show that there are differences in motivation to learn geography between students living in Islamic boarding schools and outside Islamic boarding schools. Likewise, with student learning outcomes, there are differences in motivation to learn geography between students who live in Islamic boarding schools and outside Islamic boarding schools.
 Novelty/Originality of this study: Comparing these aspects between students inside and outside Islamic boarding schools can reveal patterns of insight regarding the impact of the learning environment, motivation and teaching methodology on geography learning outcomes.

Assessing the influence of traditional in-seat, online, and emergency remote teaching (ERT) modalities on sustainability learning in human geography

ABSTRACT Globally, the disruptions to higher education caused by COVID-19 required most campuses to make impromptu shifts to emergency remote teaching (ERT). When compared to traditional online education, ERT generally falls short in terms of pedagogies, pacing, and/or successful modality implementation. Elsewhere, it is established that the sudden shift towards online and asynchronous ERT delivery creates student challenges, especially in terms of internet unavailability and social disconnectedness. What remains understudied is the impact of COVID-19 on actual student learning. We address this knowledge gap using a natural research design where we (i) evaluated sustainability learning for traditional in-seat and online human geography students in Fall 2018 and (ii) obtained federal funding to evaluate sustainability learning for ERT and online students in Spring 2020. Results from the analysis indicate that in-seat students outperformed online students prior to COVID-19 on a standardized sustainability knowledge assessment by 13%. Results also indicate that in-seat students prior to COVID-19 (Fall 2018) outperformed ERT students (Spring 2020) by 28%. Discussion and limitations are provided.

The Reality of Using Activities and Teaching Methods Based on the Theory of Multiple Intelligences and its Relationship to the Achievement of Basic Stage Students in Geography in Irbid Governorate

The study aimed to reality of using activities and teaching methods based on the theory of multiple intelligences and its relationship to the achievement of basic stage students in geography. The study used the correlative descriptive approach, and the sample consisted of (351) male and female students who were selected randomly. The results showed a high degree of the geography teachers’ use of the teaching activities and methods based on the theory of multiple intelligences in teaching, and that there are no differences in the viewpoints of the members of the study sample due to (gender and class). It also showed that there is a correlation between using activities and teaching methods based on the theory of multiple intelligences and achievement. The study recommended the need to hold educational workshops and training courses for in-service teachers to train them on methods of developing the use of activities and teaching methods based on the theory of multiple intelligences in improving the cognitive content of the geography they teach ,and developing positive attitudes towards it.

Pengaruh Model Pembelajaran Core pada Materi Pelestarian Flora dan Fauna terhadap hasil Belajar Siswa

This study aims to determine whether there is an effect of Core learning model on flora and fauna conservation material on student learning outcomes. This research uses a quantitative and descriptive design that involves data processing in the form of pre-test and post-test. Classroom Action Research (PTK) aims to improve learning outcomes and improve learning practices in the classroom more professionally at SMA Negeri 1 Sukoharjo. F-6 phase students totaling 31 students in the first semester of SMA Negeri 1 Sukoharjo in the 2023/2024 academic year. Whether or not there is an influence of student learning activities, teacher teaching activities and student Geography learning outcomes taught using the CORE type cooperative learning model. Research data were obtained from observation sheets and learning outcomes tests. Based on the analysis results obtained that: 1) on the pre-test worksheet the average number of students who have not completed is 45.16% and on the post-test worksheet the number of students who have not completed is 3.2% which is categorized as increased; 2) There was an increase in Geography learning outcomes of phase F-6 students of SMA Negeri 1 Sukoharjo from the pre-test worksheet to the post-test worksheet. The pre-test worksheet showed that 17 students scored ≥ 75 with an average score of 84.5 which was categorized as good. Furthermore, the results of the post-test worksheet showed a significant increase because there were 30 students who scored ≥75 with an average score of 95.5 which was categorized as excellent.

Perspectives of senior geography students on geography as a profession

Bu araştırma, Afyon Kocatepe Üniversitesi Fen-Edebiyat Fakültesi Coğrafya Bölümü son sınıf öğrencilerinin coğrafyacı mesleğine bakışlarını, mezuniyet sonrasına ilişkin mesleki beklentilerini tespit etmeyi amaçlamaktadır. Çalışmada, nitel yöntemlerden “örnek olay/vaka çalışması” uygulanmıştır. Verileri çözümlemede “içerik analizi yöntemi” kullanılmış ve veriler kategorilere ayrılmıştır. Tüm veriler istatistik programında sayısallaştırılarak sonuçlar yorumlanmıştır. Veri analizlerine göre, öğrencilerin meslek tercihinde öğretmenlik mesleği %39 ile ilk sırada bulunmakta, onu %23 ile polis, gardiyan, özel güvenlik gibi meslekler izlemektedir. Öğrencilerin %88’i bir an önce meslek sahibi olmak, mesleğinde yükselmek, mesleki hedeflere ulaşabilmek gibi beklentilere sahiptir. %60’ı iş bulamamak, pedagojik formasyon eğitimi sertifikası alamamak, kadroya yerleşememek kaygılarını belirtmişlerdir. Öğrencilerin büyük bir bölümünün eğitim sektöründe çalışmak istedikleri tespit edilmiş ve hedeflerindeki mesleği yapacak ortam bulamamak, kısaca işsizlik kaygısı taşıdıkları ortaya çıkmıştır. Bu sorunlara çözüm olarak coğrafya programlarında kontenjanlar azaltılmalı, coğrafya öğretmenliği ve Coğrafi Bilgi Sistemlerine yönelik iş fırsatları artırılmalı, çeşitli devlet kurumlarında coğrafyacı kadrolarına daha fazla yer verilmelidir.

Effects of Insurgency on Senior Secondary School Students’ Attitude and Achievement in Geography in Maiduguri, Borno State, Northeastern Nigeria

This study explored the effects of insurgency on senior secondary school geography students’ attitude and achievement in in Maiduguri Borno State, Northeastern Nigeria. The study design was survey. The sample consisted of 337 geography students drawn from 20 sampled schools cutting across 98 public and private schools in the study area. Data for the study was collected using Students’ Attitudes towards Geography Scale (SATGS) and students Geography Achievement Test (GAT). The reliability coefficients of SATGS (computed using Cronbach Alpha method) and GAT (computed using Pearson r method) were 0.87 and 0.80 respectively. Data was analyzed using frequency counts, percentages, mean scores and Chi Square at 0.05 level of significance. The results revealed that insurgency had instilled negative attitude in students towards Geography, resulting to students’ devotion of little and insufficient time to the study of the subject. The study further revealed a significant relationship exists between students’ attitude and achievement in Geography. More so, Students’ decision to pursue future careers in Geography did not relate significantly to their grades in the subject. It was concluded that insurgency was the reason for students’ negative attitude towards Geography. Therefore, it was recommended that government should adapt measures to guarantee security of teachers, students and schools’ facilities to improve students’ attitudes and achievement in Geography, and teachers to work hard to restore the status of the subject by adapting innovative instructional methods. Students were encouraged to work extra time at home in studying Geography to cover time lost for school due to insurgency.

Geography Teachers’ Standpoint on Problems Facing High School Students in Learning Geography

Geography Teachers’ Standpoint on Problems Facing High School Students in Learning Geography

Perception Study to Evaluate University Geography Students’ Understanding of the Pandemic and Post-Pandemic Condition, West Bengal

Perception Study to Evaluate University Geography Students’ Understanding of the Pandemic and Post-Pandemic Condition, West Bengal

Effects of Forum Method on Senior Secondary School Students’ Interest in Geography Map Work in Plateau State, Central Nigeria.

The study investigated effects of forum method of teaching on senior secondary school students’ interest in geography map work in Plateau State, Central Zone of Nigeria. The study answered four research questions and tested five hypotheses. Quasi-Experimental for non-equivalent groups design was employed for the study. The population constituted 22,190 SS II Geography students in the entire study area and a sample of 125 was used for the study. 65 of the students were in the experimental and 60 in the control groups. An adapted Geography Map Work Interest Inventory (GMWII) was used for data collection. The GMWII comprised of 15 items rated on the five-point Likert scale. The instrument was validated by three experts, which included one expert from Educational Psychology, one from Geography Education and one from Educational Test and Measurement. The reliability of the GMWII was computed using Cronback Alpha method and the reliability coefficient was 0.97. Data collected with the instrument was analyzed using mean score and standard deviation to answer the research questions, and Mann-Whitney U Test of independent samples, analysis of covariance (ANCOVA) and analysis of variance (ANOVA) for the hypotheses. The finding revealed that Forum Method was effective in increasing the interest of students in geography map work and discriminated between males and females in favour of males. The treatment also discriminated between public and private school students in favour of private schools. The results provided a significant evidence of student’s improved interest in geography map work. Recommendations were made to government, policy makers, education stakeholders and teachers considering the findings of the study for policy and application of Forum Method.

Developing Topographic Map Study Skills in Advanced-Level Geography Students: A Teacher’s Experiences

Map work is a core component of the geography curriculum, but it presents unique challenges for both students and teachers. Students must have a high level of cognitive and conceptual development to read and interpret a map. Teachers, too, often find it difficult to instill the necessary skills for graphic literacy. The unique challenges associated with topographic map study skills are highly relevant to the choice of this subject. The primary goal of this study was to help advanced-level geography students improve their topographic map study skills. For this study, the action research method was used as a research method. Following the pre-test, four students with lower grades were chosen as a sample. Thematic analysis is performed on the data. This research found that most of the students in year 12 felt that they had some issues with incorrect topography identification based on map observation, incorrect recognition of standard symbols from map observation, incorrectly calculating the area of a map, difficulties comprehending the relationship between physical and cultural landscapes, and difficulties with reading and analysing a map. The research then revealed that students require fundamental knowledge of drawing, reading, and interpreting maps. It is also critical to teach map work in as practical a manner as possible. Teachers can use models as teaching aids and the group discussion method as a teaching method to help students develop these skills. Teachers’ peer intervention, individual attention, and discussion with friends all help to increase knowledge of basic topographic map concepts. It contends that the sophistication and complexity of the skills required to interpret topographical maps should not be underestimated. Teachers must be made aware of how students acquire map reading skills and the difficulties they face during this process so that teaching programmes that correspond to students’ levels of cognitive development can be developed. The study’s findings and recommendations have implications for geography teachers, textbook authors, and educational authorities, particularly those involved in curriculum and syllabus development.

PERCEPTION OF POLAND'S TOURISM BRAND IN THE OPINION OF STUDENTS IN SELECTED COUNTRIES

The aim of the undertaken research is to determine the knowledge of future specialists in tourism geography, tourist values and the tourist brand of Poland. A research hypothesis was also established according to which, the influence of Europeanization in the Russian-Soviet version, may influence greater knowledge about Poland. The work uses the classic method of survey research in the social sciences with the use of a standardized questionnaire. The study involved students of tourism and geography from universities in Astana (35), Bishkek (32) and Karabük (43). The results of the research allow us to define the awareness of Poland as a tourist brand as moderately good in Astana, weaker in Bishkek, and poor in Karabük. The largest number of correct answers concerned the capital of Poland and well-known Poles (Copernicus, John Paul II, Chopin), and among athletes, footballers (Lewandowski) and ski jumpers (Stoch, Małysz). The fewest correct answers concerned Poland's tourist attractions. In the perception of the students participating in the study, Poland is one of the countries of Central Europe that are attractive in terms of tourism. It can also be concluded that the influence of the heritage of Russian Europeanization on students' knowledge of Europe is still visible.