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Challenges Teachers Face In Integrating Fieldwork into Teaching and Learning

of Geography in Senior High Schools

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Social Science and Humanities Journal

Challenges Teachers Face In Integrating Fieldwork into Teaching

and Learning of Geography in Senior High Schools
Authors
1*
Baidoo-Anu, David, 2Owusu Ansah, Leticia, 3Acquah, Martin Maxmillian, 4Bentil, Samuel
1
Department of Education and Psychology University of Cape Coast,
2,4
Department of Business and Social Science Education University of Cape Coast
3
Department of Geography and Regional Planning University of Cape Coast
Abstract: - The main purpose of this study was to investigate the challenges that Senior High School
Geography Teachers in Cape Coast Metropolis face in integrating fieldwork in the teaching and learning of
Geography. For the purpose of this study, the descriptive design was used. This study was conducted in the
Cape Coast Metropolis. The target population of this study consists of all Senior High Schools in Cape
Coast Metropolis. However, the accessible population for the study was made up of only public Senior High
Schools in the Cape Coast Metropolis. The researchers employed purposive sampling to select only the
Public Senior High Schools in the Cape Coast Metropolis. Again, they employed purposive sampling to
select only the geography teachers and form three students of the selected Public Senior High Schools. This
study found that teachers who do not have the needed time to organise fieldwork for their students, the
workload on them in the school usually does not permit them to plan fieldwork for their students, inadequate
financial support from the school administration negatively affects the organization of fieldwork. Thi study
found that reducing class size and including fieldwork in geography curriculum will enhance the integration
of fieldwork in teaching and learning of geography at the Senior High School. It was recommended that The
Ghana Education Service in Cape Coast Metropolis should reduce the workload on geography teachers to
help the have adequate time to organize fieldwork. The Ghana Education Service in Cape Coast Metropolis
should provide the schools with the needed resources to facilitate effective organization of fieldwork.
Keywords: - Geography, Fieldwork, Integration, Teaching and Learning,
Introduction
Geography fieldwork mainly involves learners debatable. Ajibade and Raheem (1999) defined
learning from practical experience. This “fieldwork” to include field teaching, field trips,
presupposes that instead of pupils learning about field research or field camps or indeed “any arena
soils or hills from text books, they learn from the or zone within a subject where, outside the
actual hills or soils outside their classroom. constraints of the four walled classroom setting,
According Ntalasha et al (2004), they define a supervised learning can take place via first-hand
geography field project as the study of a significant experience.
topic or a problem in the field where the learner is According to Ntalasha, et al (2004) field work
actively involved in the collection of information, generates interest in students bringing about their
processing and the final analysis of the information awareness of resources and problems of the local
before preparing a report. According to Biggs area, and as such brings reality in the study of
(1999) the concept of field work is seen to be the
Geography. Fieldwork further equips students with
“active engagement with the external world” (p. opportunities to acquire data collection and report
34) whether every activity described as fieldwork writing skills. Furthermore, it turns keen
fits the criteria of “active engagement” is geography teachers into seasoned professionals

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Baidoo-Anu, David et al / Challenges Teachers Face In Integrating Fieldwork into Teaching and Learning
of Geography in Senior High Schools
and provides them with opportunities to write local This means that there is virtually nothing or very
geography textbooks. little information available for a new Geography
teacher needing guidance on how to justify and
However, geographic field work has tended to be
design a field excursion. According to Adu-Akoh,
confused with picnics outings or class excursions
Ababio, Asante, and Mensah (2017), it seems
this should be seen as a narrow concept of the term
geography teachers within the Cape Coast
field work. For success and attainment of the goals
Metropolis considers and adopt fieldwork as the
of field work, Barnett (2009) opined that the
most appropriate method for transmission of
following stages are critical: Abstract
knowledge in physical geography as far as
conceptualisation (pre field activities in class
teaching and learning of geography is concern.
teaching and learning), Active experimentation
(planning for Fieldwork); Concrete experience Fieldwork as a method of teaching has been
(conduct of the field work), and Reflective defined as a science of selecting, observing,
observation (post fieldwork evaluation). evaluating and reporting information in a specific
area (Gitau, 2008). In addition, it involves the
Geography as a secondary school subject aims at
direct use of the environment as a source of
helping learners understand their immediate
physical information. Fieldwork include field
environment as well as that of the universe. This
cannot happen in rigidly planned classroom teaching, fieldtrips, field research or field camps or
indeed any arena or zone within a subject where,
activities where the teacher and the textbook are
outside the constraints of the four walls of the
the only source of information. Instead the new
classroom setting, supervised learning can take
system calls for the teacher to be innovative and be
place through first time experience (Ajibade &
able to bring about life in the lesson; learners must
Raheem, 1999). Field work can be categorised into
be able to give some explanations on what they see
six types of activity: short field excursion: limited
on the landscape. The only way of achieving this
travel in limited time; residential course; extended
aim is by taking learners out of the walls of the
travel and time; study tour; multi location activity,
classroom to the place where they will experience
project work; learner practitioner and participant
a direct contact with the landscape (Gold &
observation (Gold & Jenkins, 1991). Geographical
Jenkins, 1999). Substantial evidence exists to
fieldwork has been argued to be particularly useful
indicate that fieldwork, properly conceived,
in the development of insight, attainment of
adequately planned, well-taught and effectively
cognitive, technical achievements and
followed up, offers learners opportunities to
development of empathy in students (Adu-Akoh.
develop their knowledge and skills in ways that
Ababio, Asante & Mensah, 2017). In view of this,
add value to their everyday experiences in the
geographical fieldwork becomes an inalienable and
classroom (Rickinson, Dillon, Teamey, Morris,
corporate part of teaching and learning process in
Choi, Sanders & Benefield, 2004).
schools. Mohammed (2016), therefore, concluded
Sauer (as cited in Gold & Jenkins, 1999) declares that fieldwork enhances students’ understanding of
that the principal training of the Geographer should geographical concepts and appreciation of natural
come, wherever possible, by doing fieldwork. environment.
Many others, from all levels of geographical
Based on the views of the various aforementioned
education, have strongly articulated similar views
authors, it is possible to argue that fieldwork is an
(including Everson, 1998; Kent & Lambert, 1995).
essential method in the teaching and learning
Much of this literature, however, consists either of
process of geography. Notwithstanding, Senior
general philosophical essays on the value of
High School teachers face challenge in integrating
fieldwork or specifically relates to individual
fieldwork into teaching and learning of Geography.
exercises. The educational aims and objectives of
This present study therefore sought to investigate
fieldwork are rarely examined and there is very
into the challenges that Senior High School
little evaluation of outcomes of field excursions.

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Baidoo-Anu, David et al / Challenges Teachers Face In Integrating Fieldwork into Teaching and Learning
of Geography in Senior High Schools
Geography Teachers in Cape Coast Metropolis fieldwork. And in conclusion, the findings will
face in integrating fieldwork and the teaching and serve as a reference point for further studies into
learning of Geography. the effects of fieldwork as a method of teaching on
students’ learning.
Purpose of the Study
The main purpose of this study was to investigate Literature Review
into the challenges that Senior High School Challenges to Effective Use of Fieldwork as a
Geography Teachers in Cape Coast Metropolis Method of Teaching Geography
face integrating fieldwork in the teaching and In a study conducted by Mohammed (2016) to
learning of Geography. However, the study assess the implementation of fieldwork in the
specifically was to find out:
teaching of Geography in Some Senior Secondary
I. The challenges to effective use of fieldwork Schools in Kano, Nigeria. Mohammed (2016)
as method of teaching geography in the found that despite the benefits of field work given
Senior High School in the Cape Coast much is still yet to be expected as far as the use of
Metropolis. field work as a method of teaching in Senior
II. Ways of making fieldwork more integrated Secondary Schools is concerned. Mohammed
in the teaching and learning of Geography (2016) stated that most of the teachers indicated
in the Senior High School in the Cape that the use of fieldwork as a method of teaching
Coast Metropolis. geography is constrained by a number of
challenges. Time was one of the challenges
Research Questions
confronting the use of field work as a method of
1. What are the challenges to effective use of teaching in schools. Inadequate funding is also
fieldwork as method of teaching geography another challenge as it has been observed that all
in the senior high school in the Cape Coast the stages of field work is hinged on fund available
Metropolis? for the programme, thus students are mostly asked
2. How can fieldwork be integrated into the to make contribution to the conduct of the field
teaching and learning of geography in the work which in most cases students are not able to
senior high school in the Cape Coast pay thus eventually end up calling off the fieldtrip.
Metropolis? More also, students’ population in most secondary
Significance of the Study schools have been on the increase as a result of
modernization and the recognition of the
The study was intended to expose teachers more on
importance of education. In consequences, it is
the importance and the need to use field work in
usually the norm to find over 80 students in a class
teaching the subject to help their students
in public schools. This practice puts pressure and
understand more the theoretical concepts got in
stress on available infrastructures. Another factor
books. The research findings may also be of
that has constrained field work in schools is the
substantial help to National Council for
time allocation to the teaching and learning of the
Curriculum and Assessment (NCCA) as well as the
subject geography. Mohammed (2016) observed
Ministry of Education, as it will help to address the
that the time allotted to geography in most schools
challenges that impede effective fieldwork. Also, it
never exceed four periods of 40 minutes by week
is expected that, this research will give more
per stream or class. This makes the time allocation
insight on the role of fieldwork in the teaching of
in adequate taking into consideration the vast
geography in Senior High Schools. Finally, the
content knowledge of geography.
study was intended to provide guidelines for
stakeholders such as curriculum planners, Furthermore, a study conducted by Ngcamu (2000)
headmasters and among others, to improve upon to investigate how fieldwork is implemented in the
the teaching and learning of the geography using teaching of Geography in secondary schools, it was

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Baidoo-Anu, David et al / Challenges Teachers Face In Integrating Fieldwork into Teaching and Learning
of Geography in Senior High Schools
discovered that though most teachers claimed to skills that students are asked to deal with
understand what fieldwork meant, very few were throughout the field trip. Geographic novelty
actually implementing it in their daily teaching reflects the acquaintance of the students with the
activities. It was also discovered that most of the field trip area. Psychological novelty of the
problems mentioned by teachers as hindering population reflected their previous experiences in
fieldwork implementation were as a result of poor field trips as social-adventurous events rather that
planning and lack of creativity on their side. The learning activities. (p. 1116). They also reported
results of this study revealed that community and that the learning efficiency during the field trip
parent participation was poor. As a result, the might be influenced, by the place of the field trip
parents were adamant to support their children within the curriculum and the field trip program.
financially when it came to fieldwork activities Based on the findings, they suggested a number of
because they did not know what it entailed. One of strategies to reduce the novelty space during the
the observations made by the study was the lack of preparation stage, which included providing
team work among teachers in Secondary Schools. detailed information about the event, use of maps
Teachers mentioned that fieldwork was time and audio-visual aids, and working with materials
consuming and that it overlapped with the time that students will meet in the field. Similarly,
slots of other subjects. The researcher saw this as Burnett (1993) suggested that the strategies to
lack of collaboration and team work at a time when reduce extreme novelty might include the uses of
integrated learning is being advocated for by the instructional sequences, advanced instruction and
Department of Education. vicarious exposure of the study area, the effective
use of worksheets, and the selection of local sites
How Fieldwork Can Be Integrated Into the
for fieldwork.
Teaching and Learning of Geography
Falk and Balling (1982) concluded that educational Research Methods
field trips could be "manipulated to maximize Research Design
learning by placing students in settings of For the purpose of this study, the descriptive
appropriate novelty" (p. 28). Orion and Hofstein design was used. The study was conducted in the
(1994) were also interested in understanding the Cape Coast Metropolis. Cape Coast is a city, a
outdoors as an effective learning environment. fishing port, and the capital of Cape Coast
Their study was based on an experimental design Metropolitan District and the Central Region of
in which students were divided into three groups Ghana. Cape Coast is situated on the south of the
with different levels of preparation. The research Atlantic ocean and had a settlement population of
instruments mainly included attitude
169,894 people ( source: 2010 Population And
questionnaires and achievement tests administered Housing Census). The language of the people is
before and after the field trip, supplemented by Fante. From the 16th century until independence,
observations of the learning performance and open the city and fishing port changed hands between
interviews of the students. They reported that the the Portuguese, the Dutch, the Danes and the
educational effectiveness of a field trip was British. The target population of this study consists
controlled by the field trip quality and the 'Novelty of all Senior High Schools in Cape Coast
Space' which consisted of three pre-field variables: Metropolis. However, the accessible population for
cognitive, geographic and psychological. the study will be made up of only public Senior
Orion and Hofstein (1994) found that students' High Schools in Cape Coast Metropolis.
learning performance was the best after a short and Accessible population is a subset of the target
focused preparation session that helped to population and is also known as the study
maximize familiarity and reduce the 'Novelty population. It is from the accessible population that
Space', and vice versa. They explained that researchers draw their samples (Kothari, 2004).
cognitive novelty depends on the concepts and

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Baidoo-Anu, David et al / Challenges Teachers Face In Integrating Fieldwork into Teaching and Learning
of Geography in Senior High Schools
The researchers employed purposive sampling to was made up of three (3) sections, thus sections A,
select only the public Senior High Schools in the B and C. Section A dealt with the background
Cape Coast Metropolis. Again, they employed information of respondents. Section B dealt with
purposive sampling to select only the geography the challenges to effective use of fieldwork as
teachers and form three students of the selected method of teaching geography in the Senior High
public senior high schools. The purposive School in the Cape Coast Metropolis. Section C
sampling was employed because the researchers focused on ways of making fieldwork more
are only interested in the geography teachers and integrated with the teaching and learning of
the form three students in the selected schools and geography in the senior high school in the Cape
they are in the best position to respond Coast Metropolis.
appropriately, since the focus of the study is on the
Results and Discussion
role of fieldwork in the teaching and learning of
geography. The sample size was made up of 162 Analysis of Background Data
respondents; this consisted of 150 students and 12 This section of the chapter presents the analysis of
geography teachers. A questionnaire was deemed the background data of the respondents.
most appropriate for the study. The questionnaire
Table 1- Gender Distribution of Teachers

Gender Frequency Percent

Male 7 58.3
Female 5 41.7
Total 12 100
Source: Field survey, (2019)
From Table 1, it can be observed that, out of the 12 teachers used for the study, 7 (58.3%) were males while
5 (41.7%) were females. This means that the males out-numbered the female.
Table 2 presents the gender distribution of students used for the study
Table 2- Gender Distribution of the students
Gender Frequency Percentage
Male 70 46.7
Female 80 53.3
Total 150 100.0
Source: Field survey, (2019)
Table 2 above shows that, out of the 150 student respondents, 70 representing 46.7% were males and 80
respondents representing 53.3% are female. This shows gender balance among respondents.
Table 3- Age Range Distribution of Pupils
Age (in years) Frequency Percentage
13-15 years 12 8.0
16-19 years 132 88.0
19 years and Above 6 4.0
Total 150 100.0

Source: Field survey, (2019)

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Baidoo-Anu, David et al / Challenges Teachers Face In Integrating Fieldwork into Teaching and Learning
of Geography in Senior High Schools
The age distribution of the students as presented in Age ranges from 19 years and above registered
Table 3 indicates that 132 (88.0%) were between were 6 (4.0%). This indicates that most of the
the ages of 16 to 19 years. This was the age group students who participated in the study were
with the highest respondents. The next age group between 16-19 years of age. We solicited for
is those between 13-15 years and they were 12 teacher’s academic qualification. The analysis of
(8.0%) out of the 150 students used for the study. the result is presented in Table 4.
Table 4- Academic Qualification of Geography Teachers
Educational status Frequency Percent
First Degree 9 75
Masters 3 25
Total 12 100
Source: Field survey, (2019)
Out of the 12 geography teachers who participated Master’s degree. The result indicates that majority
in the study, 9 represent 75% of the sample size of the teachers who participated in the study have
have first Degree and 3 teachers representing 25% First Degree.
Table 5- Distribution of Teacher s’ Number of Years Taught
Years Frequency Percent
Less than 5 years 2 16.7
5-10 years 7 58.3
11 years and above 3 25.0
Totals 12 100
Source: Field survey, (2019)
Table 5 shows that majority that is 7 (58.3%) of This section deals with the discussion of the data
the teachers who responded to the questionnaires from the field to address the research questions that
indicated that they have taught for 5-10 years. were formulated to guide the study. The four point
Notwithstanding, 2 of the teachers representing Likert scale questionnaire that was administered
16.7% indicated that they have taught for less than was analysed by using mean of means and standard
five years. This response shows that most of the deviations.
geography teachers who partook in this study have
Research Questions One
taught for more least more than four years and are
have some level of experienced in teaching the The main objective of this research question was to
subject. In conclusion, the teachers are in the best explore the challenges to effective use of fieldwork
position to give credible information with regards as method of teaching geography in the Senior
to the use of fieldwork in geography education. High School in the Cape Coast Metropolis.

Main Discussion
Table 6: Challenges to effective use of fieldwork as a method of teaching Geography
Statements N=12 Mean Std. Deviation
I do not have the needed time to organise fieldwork for my 2.81 .172
students.
I do not have the requisite knowledge and skills to organise 2.31 .075
fieldwork.
The workload on me in the school usually does not permit me to 2.69 .112
plan fieldwork for my students.
The large class size does not permit me organise fieldwork for my 2.32 .160
students.

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Baidoo-Anu, David et al / Challenges Teachers Face In Integrating Fieldwork into Teaching and Learning
of Geography in Senior High Schools
Inadequate financial support from the school administration 3.17 .114
negatively affects the organization of fieldwork.
Headmasters are not willing to support fieldtrips. 3.03 .141
Inadequate financial support from parents also negatively affects 2.51 .230
ability to go for fieldwork.
Inadequate logistics/material resources negatively affect 2.88 .135
organizations of fieldwork.
The loaded nature of the content for teaching geography does not 2.63 .172
permit me to organise fieldwork.
Unwillingness of parents to allow their wards to embark on field 2.05 .163
trips.
Mean of Means/Standard deviations 2.64 0.14
Source: Field Survey (2019)
Table 6 present the analysis of teachers’ challenges do not have adequate resources to organise
to effective use of fieldwork as method of teaching fieldwork, thus negatively affecting effective use
geography. One of the challenges geography of fieldwork in geography education. Finally, the
teachers put forward using fieldwork is the fact geography teachers also indicated that the loaded
that they do not have the needed time to organise it nature of the content for teaching geography does
for their students (M=2.81; SD=.172). With not permit them to organise fieldwork for their
regards to why they do not have the need time to students (M=2.63; SD=.172).
organise fieldwork for their students, they This findings support the work of Mohammed
indicated that the workload on them in the school (2016) who stated that most of the teachers
usually does not permit them to plan fieldwork for indicated that the use of fieldwork as a method of
their students (M=2.69; SD=.112). Furthermore, teaching geography is constrained by a number of
the teachers agreed that inadequate financial challenges. Time was one of the challenges
support from the school administration negatively confronting the use of field work as a method of
affects the organization of fieldwork for their teaching in schools, inadequate funding is also
students (M=3.17; SD=.114). This implies that
another challenge as it has been observed that all
financial limitation is one of the challenges that the the stages of field work is hinged on fund available
geography teachers face in organising fieldwork for the programme, hence in most cases students
for their students. asked to make contribution for the conduct of the
Moreover, the teachers strongly agreed that the fieldwork. Consequently, in most instances
headmasters and headmistress mostly are not students are not able to pay so they eventually end
willing to support fieldtrips (M=3.03; SD=.141). up calling off the fieldtrip. Furthermore, students’
We therefore can conclude from this findings that population in most Secondary Schools have been
unwillingness or the headmasters and on the increase as a result of modernization and the
headmistresses equally poses a challenge to recognition of the importance of education
effective use of fieldwork in the teaching and resulting in the usually the norm to find over 80
learning of geography in the Senior High School. students in a class in public schools which is also
Furthermore, teachers strongly agreed that as a stress on available infrastructures. Another
inadequate financial support from parents also factor that has affected the integration of fieldwork
negatively affects ability to go for fieldwork in the teaching and learning of geography is the
(M=2.51; SD=.230). Notwithstanding, the allocation for the teaching of geography.
sampled geography teachers are of the opinion that Mohammed (2016) observed that the time allotted
inadequate logistics/material resources negatively to geography in most schools never exceed four
affect organizations of fieldwork (M=2.88; periods of 40 minutes by week per stream/class
SD=.135). For the fact that the geography teachers given the vast content of geography this time is

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Baidoo-Anu, David et al / Challenges Teachers Face In Integrating Fieldwork into Teaching and Learning
of Geography in Senior High Schools
inadequate. The security issues have also community and parent participation was poor. As a
contributed to the problem of using field work as a result, parents were adamant to support their
method of teaching geography in secondary children financially when it came to fieldwork
schools. activities because they did not know what it
entailed. Another observations made by the study
Again, a study conducted by Ncgamu (2000) to
was the lack of team work among teachers in
investigate how fieldwork is implemented in the
Secondary Schools. Teachers mentioned that
teaching of Geography in secondary schools. It
fieldwork was time consuming and that it
was discovered that though most teachers claimed
overlapped with the time slots of other subjects.
to understand what fieldwork meant very few were
actually implementing it in their daily teaching Research Questions Two
activities. It was also discovered that most of the The main objective of this research question was to
problems mentioned by teachers as hindering explore how fieldwork can be integrated into the
fieldwork implementation were as a result of poor teaching and learning of geography in the Senior
planning and lack of creativity on their side. The High School in the Cape Coast Metropolis.
results of this study further revealed that
Table 7: How fieldwork can be integrated into the teaching and learning of Geography
Statements N=12 Mean Std. Deviation
Educational field trips could be "manipulated to maximize 3.75 .648
learning by placing students in settings of appropriate novelty
There should be a place of the field trip within the curriculum. 3.68 .574
Class size should moderate so as to permit organisation of 3.84 .421
fieldwork.
Head teachers should be given orientation on the benefits of 3.68 .574
fieldwork in geography education
There should be adequate preparation for the trip. 3.76 .643
Parents should support fieldwork financially to help facilitate 3.55 .819
effective fieldwork organisation.
The school administration should support fieldwork. 3.61 .763
Mean of Means/Standard deviations 3.69 0.63
Source: Field Survey (2019) Moreover, teachers strongly agreed that class size
should be moderate so as to permit organisation of
Table 7 presents the analysis of how fieldwork can
fieldwork (M=3.84; SD=.421). This result implies
be integrated into the teaching and learning of
that for effective integration of fieldwork into
Geography. From Table 7, sampled teachers
teaching and learning of geography, the class size
indicated that educational field trips could be
should be large so that teachers can effectively
"manipulated to maximize learning by placing
organise fieldwork. Also, sampled teachers
students in settings of appropriate novelty
indicated that for effective integration of fieldwork
(M=3.75; SD=.648). Thus, they agreed that
into teaching and learning of geography, Head
students’ interest can be aroused by placing
teachers should be given orientation on the benefits
students in settings of appropriate novelty.
of fieldwork in geography education (M=3.68;
Furthermore, teachers agreed that to integrate
SD=.574). Notwithstanding the teachers agreed
fieldwork into teaching and learning of geography,
that for effective integration of fieldwork into
there should be a place of the field trip within the
teaching and learning of geography, parents should
curriculum (M=3.68; SD= .574). This implies
be brought on board to support fieldwork
that fieldwork should be made part of the
financially to help facilitate effective fieldwork
curriculum so as to help with the effective use of
organisation (M=3.55; SD=.819). In addition, for
fieldwork in the teaching and learning of
effective integration of fieldwork into teaching and
geography.

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Baidoo-Anu, David et al / Challenges Teachers Face In Integrating Fieldwork into Teaching and Learning
of Geography in Senior High Schools
learning of geography, the teachers agreed that the given orientation on the benefits of fieldwork in
school administration should support fieldwork geography education and parents should support
with the needed resources (M=3.61; SD=.763). fieldwork financially to help facilitate effective
fieldwork organisation. The school administration
This finding supports the work of Falk and Balling
should support fieldwork.
(2002) who concluded that educational field trips
could be manipulated to maximize learning by From the findings it is very visible that fieldwork
placing students in settings of appropriate novelty. in geography education is very beneficial to
Again, Orion and Hofstein (2005) were also students. Thus, fieldwork motivates and enhances
interested in understanding the outdoors as an students’ interests and also provides them with
effective learning environment, they reported that sound and concrete basis for conceptualization.
the educational effectiveness of a field trip was Despite the numerous benefits of fieldwork in
controlled by the field trip quality and the 'Novelty teaching and learning of geography, teachers faces
Space' which consisted of three pre-field variables: a number of challenges using fieldwork in teaching
cognitive, geographic and psychological. The and learning, mostly the workload in the school
findings further support the work of Burnett (1993) usually does not permit them to plan fieldwork for
who stated that there should be a place of the field their student. Inadequate financial support from the
trip within the curriculum. He suggested a number school administration, inadequate logistics/material
of strategies to reduce the novelty space during the resources and unwillingness of the headmasters
preparatory stage which includes, providing and headmistresses negatively affect organization
detailed information about the event, use of maps of fieldwork. Notwithstanding, including fieldwork
and audio-visual aids, and working with materials in the geography curriculum, orienting parents,
students are likely to meet in the field. head teachers and school administration on the
importance of fieldwork in facilitating effective
Summary, Conclusions and Recommendations
teaching and learning can help integrate fieldwork
The study also found that geography teachers face in the teaching and learning of geography.
challenges in effective use of fieldwork in
It is therefore recommended that The Ghana
teaching. The study found that teachers do not
Education Service in Cape Coast Metro should
have the needed time to organize fieldwork for
organize workshops and seminars for
their students, the workload on them in the school
headmasters/headmistresses, parents and school
usually does not permit them to plan fieldwork for
administrators on the importance of fieldwork in
their students, inadequate financial support from
teaching and learning so that they can support it in
the school administration negatively affects the
addition. The Government in partnership with
organization of fieldwork for their students as well
curriculum developers should factor fieldwork in
as inadequate logistics/material resources
geography. Furthermore the Government should
negatively affect organizations of fieldwork.
help provide funds for schools that will be used to
Again, unwillingness on the part of headmasters
organize or subsidize fieldwork for students. More
and headmistresses and lack of adequate resources
over the Ghana Education Service in Cape Coast
to organize fieldwork also negatively affect
Metropolis should reduce the number of students
effective use of fieldwork in geography education.
in a class as this will help make organization of
The study further found that to effectively integrate
fieldwork easier. More The Ghana Education
fieldwork into teaching and learning of geography,
Service in Cape Coast Metropolis should reduce
educational field trips could be manipulated to
the workload on geography teachers to help the
maximize learning by placing students in settings
have adequate time to organize fieldwork. The
of appropriate novelty. More also, there should be
Ghana Education Service in Cape Coast
a place of the field trip within the curriculum.
Metropolis should provide the schools with the
Class size should be moderate so as to permit
organisation of fieldwork. Head teachers should be

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Baidoo-Anu, David et al / Challenges Teachers Face In Integrating Fieldwork into Teaching and Learning
of Geography in Senior High Schools
needed resources to facilitate effective of geography in some senior secondary
organization of fieldwork. schools in Kano, Nigeria. IOSR Journal of
Humanities and Social Science, 21(8), 05-11.
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