Resource Provision and Utilisation, Mathematical Ability and Learning Environment as Predictors of Achievement in Undergraduate Practical Geography Courses

Abstract

Abstract

The study investigated the extent to which resource provision, resource utilistion, mathematical ability, learning environment and use of instructional materials could predict achievement in undergraduate practical geography courses.  It used 184 final year geography undergraduates (112 males and 72 females) drawn from three federal universities and a state university.  Data collection involved the use of seven valid and reliable instruments, while multiple regression (backward solution) was employed in data analysis.  The results indicated that 89.3% of students’ variability in achievement in undergraduate practical geography could be attributed to a linear combination of variables such as resources provision and utilization, mathematical ability and learning environment.  Mathematical ability, use of instructional materials, gender and learning environment were significant contributors to the prediction.  The result raises crucial issues for curriculum development, instructional techniques and evaluation in undergraduate practical geography courses. It concluded that achievement in the courses can be better enhanced if some issues are given utmost consideration as a way of boosting the teaching and evaluation of these courses.