Geographic Information System Software and Discovery-Based Learning Strategy for Enhancement of Geography Students’ Performance and Retention in Rivers State

Abstract

The study investigated the use of Geographic Information System software and the DiscoveryBased Learning Strategy for enhancing the performance and retention of geography students in the Port Harcourt Local Government Area, Rivers State. Four objectives, four research questions, and four hypotheses guided the study. Quasi-experimental design was adopted in the study. One hundred and fifty-two (152) senior secondary school two (SSS2) students, which consisted of sixty (83) males and forty-eight (69) females in three (3) intact classes, formed the sample size of the study. One instrument entitled: Geography Performance Test, which also tested students’ retention, was developed, validated, and considered reliable with a reliability coefficient of 0.64 using Pearson’s Product-Moment Correlation Statistics. The research questions were answered with Mean and Standard Deviation, while the hypotheses were tested at a 0.05 level of significance using analysis of covariance. Results showed that Geographic Information System Software (GISS) and a Discovery-based learning strategy proved to be more effective than the lecture method in the understanding of Geography at the senior secondary school level. It was also established that gender did not significantly influence the academic performance of SS1 students in GISS, DBLS, and lecture method groups in Geography. Furthermore, the study established that GISS and DBLS enhanced students’ retention in Geography. It was recommended among others that teachers should use Geographic Information System Software and a Discovery-based learning strategy to teach Geography in senior secondary schools to enhance the academic performance of students both in internal and external examinations.