ACTIVITY-BASED TEACHING VERSUS TRADITIONAL METHOD OF TEACHING AND LEARNING GEOGRAPHY AT FCT COLLEGE OF EDUCATION ZUBA-ABUJA, NIGERIA

Abstract

The study presents the effectiveness of Activity-based method of teaching geography against the traditional lecture methods in FCT College of Education, Zuba - Abuja, Nigeria. The population of the study comprised of all the students of the department of Geography and the staff. Sample of 94 students each was drawn from level one and level two of the department respectively. A quasi-experimental design was used that utilized pre-test and post- test groups. The control group comprised of the level 1 students who took lectures through the traditional method while level 11 students formed the experimental group that did the course as practical. Scores of their performance were used as research data. Data was analysed using t-test, mean scores and standard deviation: The t-test of independent sample was used to test the formulated hypothesis at 95% confidence level. The results of analysis rejected the null hypothesis and accepted the alternative hypothesis which indicated significant difference in the mean scores of the two methods of teaching Geography. This implies that the activity-based method of teaching is more effective than the lecture method because the experimental group performed better than the control group. Therefore, the activity-based method is recommended in the teaching and learning of Geography.