Performance In Geography Research Articles

EFFECT OF LEARNING ENVIRONMENT ON STUDENTS ACADEMIC PERFORMANCE IN GEOGRAPHY IN PUBLIC DAY ADVANCED SECONDARY SCHOOLS IN RWANDAA CASE OF NYARUGURU DISTRICT

The study aims to explore the effect of learning environment on students academic performance in geography in public day A Level secondary schools in Rwanda, specifically the case of Nyaruguru district. The study has three specific objectives which are the following: To identify factors of the learning environment that influence students academic performance in geography in public day advanced level secondary schools in Nyaruguru district, Rwanda, to determine the influence Classroom seating arrangement on students academic performance in geography in public day advanced level secondary schools in Nyaruguru district, Rwanda, to determine the relationship between the school teaching environment and students academic performance in geography in public day advanced secondary schools in Nyaruguru district, Rwanda.This research was grounded on environmental psychology theory.The researcher employed a descriptive survey design for this study to collect numerical and correlational research design for evaluating the relationship between variables.The respondents of this study were consisted of 401 participants including 375 students, 10 headteachers, and 15 teachers selected from various day public advanced secondary schools in Nyaruguru district.Data was collected through questionnaires and structured interview guide. Questionnaires were used to collect date from students and teachers, while interview protocols were used to get qualitative information from school Headteachers.The findings reveal mixed perceptions regarding factors affecting students academic performance in geography. While 41.7% of students find the classroom environment conducive, 48.1% disagree. Resource availability is a concern, with 52.4% reporting inadequacy in geography materials like textbooks and maps, and 59.9% strongly disagreeing about practical learning opportunities like field trips. However, seating arrangements are viewed positively, with 66.3% strongly agreeing they enhance visibility and 48.7% supporting peer collaboration. Strong teacher support is evident of teaching environment and performance, but concerns about infrastructure and discipline remain, with 57.8% finding infrastructure inadequate. Finaly, the study recommended that educational planners should enhance school infrastructure and integrate technology, especially in rural areas. Policymakers should ensure equitable resource allocation and support teacher development. School leaders, teachers, and stakeholders must collaborate to create engaging, student-centered learning environments.

EFFECT OF AUDIO-VISUAL AIDS IN TEACHING AND LEARNING AND STUDENT ACADEMIC PERFORMANCE IN GEOGRAPHY SUBJECT IN DAY SECONDARY SCHOOLS IN RWANDA

The research investigated the influence of audio-visual aids in teaching and learning on students academic performance in geography subjects: a case study of public secondary schools in the Gasabo area of Rwanda.This study is important to the government of Rwanda and other educational stakeholdershe total population of respondents is equal to 388, and it was composed of 165 geography teachers who were sampled as 84 teachers, 23 headteachers, and 200 students who were sampled as 101 respondents. To triangulate the data, primary sources were acquired utilizing questionnaires, interviews, and observation methods. To generate a sample population from the respondents, this study employed purposive, stratified, and simple random sampling methods. In data gathering and analysis, the study used both quantitative and qualitative methodologies in tandem. Content analysis aided qualitative data analysis, while quantitative data was presented using descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics (correlational and regression analysis) in the statistical package for social sciences. The finding indicates that there was relationship between audio-visual aids in teaching and learning and students academic performance in geography the findings suggest that enhancing physical facilities can improve student outcomes and were positively and statistically correlated since most of their level of significance was more than 0.05 in association with girls retention rates in public secondary schools in Gasabo District, Rwanda.

EFFECT OF ONLINE LEARNING PLATFORMS ONTHE STUDENTS ACADEMIC PERFORMANCE IN GEOGRAPHY IN HIGHER INSTITUTIONS IN RWANDA,A CASE GASABO DISTRICT

Background: The purpose of this study was to examine the effects of online learning platforms on academic performance in geography at higher institutions in Rwanda. The specific objectives are to determine the effect of online learning resource availability on the students academic performance in geography in Gasabo Districts higher institutions, Rwanda, to examine the effect of online learning resource accessibility on students academic performance in geography in Gasabo Districts higher institutions, Rwanda, and to evaluate the effect of usage of online resources on students academic performance in geography in Gasabo Districts higher institutions, Rwanda and to establish the relationship between the effect of online learning platforms and the students academic performance in geography in higher institutions in Rwanda. The targeted population was the University of Kigali (UK), with 100 students located in the Kimihurura sector the University of Rwanda and the College of Education, located in the Remera sector, with 120 students administrators from UR 15 and 9 administrators from the UK. This study selected respondents and key informants purposefully and randomly. A study sample was obtained by using Taro Yamanes 1967 formula. Materials and Methods: Information was analyzed using statistical product and service solution version 21.0 for descriptive statistics in terms of frequency, percentage, and mean and standard deviation. Moreover, inferential statistics were produced in terms of correlation and regression coefficients to determine the size of the effect between variables. Results: Results on the effect of online learning resource availability indicated that 93.8% either strongly agreed or agreed that the online learning platform resources are well organized and effectively engage students within the geography studies, and 78.1% either strongly agreed or agreed that the resources are available to support the effective use of online learning platforms in geography. 82.6% either strongly agreed or agreed that the teaching staff in our institution is highly trained and prepared to use the available online learning platform resources. Results on the effect of online learning resource accessibility indicated that 94.4% either strongly agreed or agreed that the academic performance of students in the institution has improved because of the accessibility of online learning resources. 93.5% strongly agreed or agreed that the accessibility of online learning platform resources has positively affected students performance in the classroom in geography, and 89.7% either strongly agreed or agreed that the accessibility of online learning resources on platforms has increased students enrollment rates in higher learning institutions in geography. The result on the usage of online resources indicated that 91.4% either strongly agreed or agreed that resources accessed by students 87.6% either strongly agreed or agreed that participation in online collaborative activities 91.5% either strongly agreed or agreed that increased time spent on online resources 87.0% either strongly agreed or agreed that digital library usage increases the number of students and finally, 96.1% either strongly agreed or agreed that students increased time spent on online resources affects geography performance. The results of the correlation between participation in online collaborative activities, increased time spent on online resources, and digital library usage also contribute to this effect. The completion of assignments was also positively correlated with increased academic performance, with a p-value of less than 0.05. Conclusion: Overall, the study suggests that online learning resources, time spent on online resources, and academic performance are all positively related factors. It was proposed that The text emphasizes the need for affordable internet access, engaging online geography courses, comprehensive instructor training, and blended learning approaches to ensure equitable access to online learning. Therefore, there is a need to carry out research on the impact of e-learning strategies on students academic performance at universities in Rwanda.

Learners’ and teachers’ perspectives on the use of code switching in Geography teaching and learning

Language of instruction stands as a crucial element in fostering learners’ comprehension of any subject matter. Prior studies indicate that learners’ limited proficiency in the English language is among the factors influencing their performance in Geography. The present study delved into the impact of code switching in the domain of Lesotho’s geography education, drawing insights from both learners’ and teachers’ viewpoints. Drawing on Hoffmann’s theory of code switching, the study employed explanatory sequential mixed method research design, which involved classroom observations, focus-group interviews as well as in-depth interviews with grade 10 learners and teachers respectively. Findings indicate that code switching in geography education improves learners’ comprehension by improving their proficiency in subject-specific terminology. However, an over-reliance on code switching must be avoided as learners can lose their ability to employ geography vocabulary. This study suggests that the Lesotho Education Language Policy could be revised to include the selective use of mother tongues in teaching and learning.

A Comparative Study of Traditional and Quiz Team-Type Cooperative Learning Approaches on Students' Academic Performance in Geography

This Classroom Action Research conducted at Madrasah Aliyah Negeri Asahan, Asahan Regency, in the academic year 2018/2019, investigates the efficacy of the Quiz Team Type Cooperative Learning Model (QTCLM) on enhancing student engagement and academic performance in Anthroposphere studies within class XI-IPS2. Specifically, it aims to assess: (1) the variation in student learning activities, and (2) the improvement in student learning outcomes following the QTCLM implementation. The research, adopting a Class Action Research (CAR) methodology, involved the entirety of the XI-IPS2 class, comprising 28 students. Data were amassed utilizing indirect communication techniques and systematic observation, subsequently analyzed through descriptive quantitative methods. Findings reveal a notable escalation in student learning activities from an initial 56.84% in Cycle I to 69.99% in Cycle II post-QTCLM application. Concurrently, student learning outcomes exhibited a significant rise from 71% in Cycle I to 87% in Cycle II. This improvement indicates that the objectives of classical completion have been satisfactorily achieved. The results corroborate the action hypothesis posited at the outset of the study: Implementing the QTCLM in teaching Anthroposphere material in class XI-IPS2 at MAN Asahan effectively enhances student participation and academic achievement, ensuring a minimum of 85% classical completeness. This research underscores the potential of interactive and cooperative learning strategies in fostering a more engaging and fruitful educational environment.

Interaction between field cognitive tendencies and academic performance in geography among high school students

Interaction between field cognitive tendencies and academic performance in geography among high school students

Impact of Heuristic Approach on Students’ Academic Achievement and Retention in Map Reading and Interpretation Among Secondary Schools, Municipal Zones, Kano-Nigeria

This study explores the impact of employing a heuristic approach on students’ academic achievement and retention in geography education. The sample consisted of 235 SS II students enrolled in public secondary schools in the Municipal Education Zone, Kano, Nigeria. The study utilized a quasi-experimental design, with two schools assigned to the experimental group (heuristic approach) and two schools assigned to the control group (lecture method). The Geography Achievement Test (GAT) was used as the data collection instrument. ANCOVA was used to test the hypothesis using SPSS and the findings revealed a significant difference in the mean academic achievements between students taught geography concepts using the heuristic approach and those taught using the lecture method. The experimental group exhibited higher academic achievement compared to the control group, indicating that the use of the heuristic approach enhances students’ understanding and performance in geography. Also, there was a significant difference in the mean retention scores of male and female students when taught geography using the heuristic approach. Female students achieved higher retention scores than their male counterparts, suggesting that the heuristic approach is particularly effective in facilitating knowledge retention for female students in geography education. Based on the findings, it is recommended that educators and curriculum developers incorporate the heuristic approach into teaching methods for geography concepts. Training programs and workshops can be conducted to familiarize teachers with effective strategies for implementing the heuristic approach in their lessons.

The Impact of Interactive Applications Kahoot and Quizizz in Enhancing Students' Performance in Geography

The Impact of Interactive Applications Kahoot and Quizizz in Enhancing Students' Performance in Geography

Exploratory Study of Alternative Procedures for Embedded Assessment in Secondary School Geography in Ilorin, Kwara State, Nigeria

The need for school accountability accompanied by demands that teachers must take responsibility for improving students’ performance on standardized test made educators to search for new ways to teach. Assessment is a key process in education and an essential ingredient of accountability. This study explored the effect of embedded assessment on secondary school students’ performance in geography. A set of embedded assessment procedures was developed and used among SS1 students. The objective of this study was to find out whether embedded assessment will be effective in the teaching and learning of geography among SS1 students. The pretest, posttest quasi-experimental research design was used for the study. Two public senior secondary schools were randomly selected from a total of 27 public senior secondary schools in Ilorin-west local government area of Kwara state. Instrument used were practical exercises, tests and quizzes as well as projects assignment were developed and embedded into classroom instructions in geography for experimental group while the regular continuous assessment was used in the control group. Analysis of Covariance was used to test the hypotheses formulated. A significant difference was observed between the performance of geography students exposed to embedded assessment and those exposed to the traditional assessment method. This was because the mean performance of experimental group was 31.06 while the mean performance of control group was 20.33. The implication for this study is that embedded assessment brings about better understanding of the subject content and assessment is done as the instruction takes place.

Re-Engineering the Teaching and Learning of Geography in Six Selected Secondary Schools of Livingstone District, Southern Province, Zambia

The teaching and learning of Geography in Zambian senior secondary schools should be re – engineered if high academic performance should be attained. Academic performance in Geography at School Certificate level, consistently for some time now is neither impressive nor competitive with other subjects at all. The question is how should geography be taught to make it a must do subject by many senior secondary school learners? There is a need therefore, to remodel or restructure how geography content should be taught and learned. The main objective of this study was to explore how best geography could be taught and learned in selected Schools of Livingstone District. This study is anchored on descriptive design, of the qualitative approach. Operant conditioning by Skinner (1971), who believed that ‘changes in behaviour are a result of an individual’s response to events (stimuli) that occur in the environment’. The study used heterogeneous purposive sampling technique to select schools and participants respectively. A total of six heterogeneous schools, 30 learners and 18 teachers of Geography were sampled bringing the total number to 48 participants. The selection criteria included schools with diverse range of pupil populations and geography teachers with varying levels of experience. Data was collected using Focus Group Discussion (FGD) administered to learners of Geography, and semi – structured interview schedule administered to selected learners and teachers. The qualitative data collected from both learners and teachers of geography were analysed thematically by identifying patterns and themes in the data. Teachers and learners experienced challenges/problems, such as inadequate or lack of teaching and learning resources, absenteeism from both teachers and learners, and inadequate or lack of teachers. The main findings were that teachers and learners of geography needed well organised field work excursions; learners wished to be in a driving seat of learning through presentations, discussions, hands – on experiences, continuous assessment, and ‘equal opportunity’ provision from their teachers. The study recommends that learners need to experience ‘equal opportunity provision from their teachers in the way they are taught. The study also recommends removing sub – regional geography from the curriculum and intensify well organised and sponsored field work excursions. Also, that the Ministry of Education should provide adequate teaching and learning resources such as textbooks, models, and Maps.

Teaching and Learning Geography in Selected Secondary Schools in Ondo Town, Nigeria

The act of teaching and learning Geography in selected secondary schools in Ondo Town, Nigeria was assessed using a well structured questionnaire that was administered to fifty (50) randomly selected Senior Secondary 2 and 3 students and twelve (12) Geography teachers in the study area. Data gathered were subjected to analysis using Statistical Package for Social Sciences (SPSS Version 16) to generate means, frequencies and percentages. The results revealed that 25% of the total number of teachers are first degree holder in geography education, 16.7% having second degree, 33.3% are degree holder in science but not in education, 8.3% are H.N.D holder and 16.7% are N.C.E holder. Furthermore, 2 out of the respondents had three years of teaching experience. Or less 6 out of the respondents 50%, that is half of the population had 10 years or less experience. Four teachers (33.3%) uses demonstration method while the remaining two uses assignment and 16.7% used model as teaching aid while 33.3% make use of charts. It was obvious that 9 out of 12 respondents assessed their students to have average performance in the subject geography while three respondents have students with very good performance in geography. The results also revealed that none of the students choose geography as a result of friends influence or as a result of parents forcing them to do it. 6% of the students said that they choose geography because they have no choice, 86% offered geography because of the future plan while 8% offer geography because of the fact that it is simple. It is discovered that six students out of 50 students are in commercial class which can as social science department while 44 students are in science class. The results of this study if properly harnessed could improve the act of teaching and learning Geography in Nigeria.

Influence of Teachers’ Attitude on Students’ Geography Performance in Public Schools. A Critical Literature Review

Purpose: The subject geography is taught with the objective that learners will acquire basic foundation skills so as to propel them towards making valuable contributions to the society. The overall objective of this study was to examine influence of teachers’ attitude on students’ geography performance in public schools. A critical literature review
 Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps.
 Findings: The findings of the study concluded that learners choose the subject of geography because they love and understand it. The learners have in mind the careers that they intend to pursue in future when they choose geography. Geography’s diversity and scope also appealed to learners as a reason for choosing geography Friends have little influence in career aspiration choice. The teacher has an influence on the learner’s choice for geography.
 Unique Contribution to Theory, Policy and Practice: Geography subject is relevant in understanding the major problems that face the society today. The subject also contributes in better understanding of the environment. Geography should be made compulsory among all the secondary school students because its importance in attaining a clean environment and sustainable development cannot be underestimated. The teacher should relate the problems faced in the society to the content that is being taught so that learners can have a real life experience on the aspects that they learn in class. This will boost the subject’s importance in understanding the various problems faced in the society.

Effects of videos on geography learners’ academic performance in high schools in the Lubombo region of Eswatini

This study investigated the effects of videos on geography learners’ academic performance at the high school level in the Lubombo region, Eswatini. The cognitive theory informed the study of multimedia Learning. The research used descriptive surveys and quasi-experimental designs. Questionnaires and researcher-made tests were used for data collection. The research instruments were validated, and the reliability coefficient was obtained using Cronbach’s Alpha formula for both instruments. The results revealed that there was no significant difference for both groups in the pre-test. However, in the post-test, results revealed a significant difference in the academic performance of students exposed to video and those taught using the lecture method. It was established that the use of video improves understanding, retention, class participation, class interaction, and attention and motivates learners. The study concluded that videos improved learners’ academic performance in Geography. It is, therefore, recommended that geography teachers should use videos in teaching and learning in order to improve learners’ academic performance.

Social Environments + Social Studies: An article review on the factors contributing the Learning of Geography as a Social Studies Discipline”

This article review contains critical and constructive analysis on different literatures that determined the contribution of Social Environments on students’ learning of Geography as a Social Studies Discipline in rely with the Functionalist Theory of Emile Durkheim and Social Learning Theory of Albert Bandura. With a qualitative approach as article review design, the proponent utilized the documentary analysis (involves repeated review, examination, and interpretation of the data in order to gain meaning and empirical knowledge) of the construct being studied on the deciphered research journal articles from different peer-reviewed journals from the Google Scholar. The review disclosed that there is a significant relationship between Social Environments (family, school, peers and community) and students’ academic performance in Geography as part of the Social Studies curriculum was drawn. In accordance to, the Functionalist Theory and Social Learning Theory are reliable assumptions in regards to the contribution of Social Environments on students’ learning of Geographical knowledge and skills.

Building bridges: the impact of scaffolds in PBL on the learning of South African pre-service geography teachers

ABSTRACT This study explores pre-service geography teachers’ assessment of the impact of hard and soft scaffolds used in problem-based learning on their own learning. Respondents had to complete a “Scaffolds in geography problem-based learning” instrument after the problem-based learning intervention. The respondents could also elaborate on the impact of the scaffolds on their learning in the comments section of the instrument. The results indicated that most of the respondents perceived that all the scaffolds used in the problem-based learning activities had a positive impact on their learning. The soft scaffolds were perceived to have a higher impact on their learning compared to the hard scaffolds. Most of the respondents highlighted in their comments the important impact of the facilitator and group members on their learning. In addition, they indicated the important role of the training video and workshop on problem-based learning as examples of hard scaffolds to give them a good understanding of problem-based learning. No gender differences in the respondents’ perceptions of the impact of scaffolds in problem-based intervention on their learning were reported. Respondents with high academic performance in geography rated the impact of the scaffolds on their learning to be larger compared to the lower academic performers.

Challenges of Acquiring Non-Projected Media Resources for Teaching in Secondary Schools in Kenya.

This study sought to analyze the constraints in acquisition and use of non-projected media resources in teaching Geography in public secondary schools in Koibatek S. A sample of 70 Geography teachers, 35 head teachers and 314 students were sampled using purposive and stratified random sampling. Data collection was done by use of questionnaires, observation and content analysis. Data was analysed using descriptive statistical methods. The results were then presented in pie charts, graphs and tables. The study established that most schools had non-projected resources, though a limited supply and were rarely used. However, some schools lacked some important resources such as Geography rooms, facilities for fieldwork, weather station and library services. Constraints emanating from heavy workload, heavy curriculum and inept administration were found to undermine to effective use of these resources in teaching Geography. The study has recommended for an urgent review of curriculum and increased supervision to ensure that curriculum is hilly implemented, and refresher courses be given to teachers on the use of these resources There have been concerns over declining performance in Geography at national examination, especially areas that test students’ knowledge of field work, map work and physical Geography. Coincidentally these are the areas where non-projected media resources are most used. Yet few studies done in Geography have not adequately examined the non-projected media resources despite their critical role in the teaching of Geography.

Effect of two Computer Instructional Modes on Secondary School Students’ Achievement in Geography, in Lagos State, Nigeria.

There is a growing concern about secondary school students’ poor performance in geography, a subject that is prerequisite for many professional pursuits. To enhance their performance in the subject, several strategies have been adopted. This study is an intervention, which investigated relative effects of computer instructional modes (computer graphics and animations computer) on secondary school students’ achievement in geography. The moderator variable was mental ability. Two hypotheses were formulated and tested at 0.05 level of significance. The pre-test, post-test control group quasi-experimental design, involving 3x2 factorial matrix was adopted for the study. One hundred and four senior secondary two geography students from three secondary schools in Lagos state constituted the sample for the study, which lasted for eight weeks. Two procedural instruments (computer graphics and animation instructional packages) and two measuring instruments, namely Geography Achievement Test r = 0.79, and Mental Ability Test r=0.88 were used. The data collected were analysed using Analysis of Covariance (ANCOVA). The magnitude of the students’ post-test achievement scores was determined using Multiple Classification Analysis (MCA), while Scheffe post-hoc analysis was used to explain the direction and source of significant effects. Findings showed that there were significant main effects of instructional mode on the students’ achievement in geography (F (2, 91) = 14.414, p< 0.05). There was no significant interaction effect of treatment and mental ability on students’ achievement in geography. Consequently, it was recommended that the computer instructional modes be used alongside with conventional method in the teaching of geography.
 Keywords: computer graphics, computer animation, instructional mode, achievement in geography, mental ability and geography

Examining the Adequacy of Non-Projected Media Resources in the Teaching of Geography in Public Secondary Schools in Koibatek Sub County

This study sought to examine the adequacy of non-projected media resources in the teaching of Geography in public secondary schools in Koibatek Sub County. A sample of 70 Geography teachers, 35 head teachers and 314 students were sampled using purposive and stratified random sampling. Data collection was done by use of questionnaires, observation and content analysis. Data was analysed using descriptive statistical methods. The results were then presented in pie charts, graphs and tables. The study established that most schools had a limited supply of non-projected media resources. The study has recommended for an urgent review of curriculum and increased supervision to ensure that curriculum is fully implemented, and refresher courses be given to teachers on the use of these resources. Geography is one of subjects that can be studied as a physical or social science at high schools level. In secondary education it is currently an optional subject at upper secondary education. There have been concerns over declining performance in Geography at national examination, especially areas that test students’ knowledge of field work, map work and physical Geography. Coincidentally these are the areas where non-projected media resources are most used. Yet few studies done in Geography have not adequately examined the non-projected media resources despite their critical role in the teaching of Geography. One of the reasons that have been put forward by KNEC (2007) is that students perform poorly in Paper I because of inadequate use of non-projected media resources.

Social Media Utilization and Academic Performance of Students Studying Geography in Public Secondary Schools in Nsit Atai Local Government Area, Akwa Ibom State, Nigeria

This project was an investigation on the utilization of social media and academic performance of students in Geography in Nsit Atai Local Government Area of Akwa Ibom State, Nigeria. Four schools out of six public secondary schools in Nsit Atai Local Government Area were selected for the study. The population size was 1108 students, while the sample size was 100 students. The correlational research design was adopted for the study. The instruments for data collection were Social Media Utilization Questionnaire (SMUQ) and Geography Achievement Test (GAT). The instruments were validated by the supervisor and tested for reliability; a reliability coefficient of 0.78 was obtained using the test-retest method reliability test. Two research questions and null hypotheses, respectively were stated to guide the study. Data obtained from the students using the SMUQ and GAT were analyzed using the Pearson Product Moment Correlation Coefficient (PPMC).The hypotheses were tested at .05 alpha level of significance. Concerning the findings of this study, it was deduced that there was a fragile positive relationship between students’ utilization of Whastapp, as well as Facebook social media and their academic performance in Geography. Based on the findings, it was recommended among others that social media utilization should be encouraged among students as this will help them develop excellent communication skills, build interactions, share ideas and enhance collaboration between students, teachers, and parents alike.

Social Media Utilization and Academic Performance of Students Studying Geography in Public Secondary Schools in Nsit Atai Local Government Area, Akwa Ibom State, Nigeria

This project was an investigation on the utilization of social media and academic performance of students in Geography in Nsit Atai Local Government Area of Akwa Ibom State, Nigeria. Four schools out of six public secondary schools in Nsit Atai Local Government Area were selected for the study. The population size was 1108 students, while the sample size was 100 students. The correlational research design was adopted for the study. The instruments for data collection were Social Media Utilization Questionnaire (SMUQ) and Geography Achievement Test (GAT). The instruments were validated by the supervisor and tested for reliability; a reliability coefficient of 0.78 was obtained using the test-retest method reliability test. Two research questions and null hypotheses, respectively were stated to guide the study. Data obtained from the students using the SMUQ and GAT were analyzed using the Pearson Product Moment Correlation Coefficient (PPMC).The hypotheses were tested at .05 alpha level of significance. Concerning the findings of this study, it was deduced that there was a fragile positive relationship between students’ utilization of Whastapp, as well as Facebook social media and their academic performance in Geography. Based on the findings, it was recommended among others that social media utilization should be encouraged among students as this will help them develop excellent communication skills, build interactions, share ideas and enhance collaboration between students, teachers, and parents alike.