Experiential Learning Strategy and Attitude of Senior Secondary School Students towards Geography in Mangu Local Government Area, Plateau State, Nigeria

Effects of experiential learning strategy on senior secondary school students’ attitudes towards the study of Geography was investigated through a Quasi-experimental research design. Three research questions and six hypotheses were answered and tested during the study. The non-proportional stratified sampling method was used to select 122 SSII Geography students from public and private schools in the study area. Students’ Geography Attitude Scale (SGAS) which was content and construct validated, was used to collect the data for the study. Reliability coefficient .866 was obtained for SGAS, computed by Cronbach alpha method. The data for the study was analyzed using mean and standard deviation, t-test of independent sample, analysis of covariance (ANCOVA) and analysis of variance (ANOVA). Results of the study revealed that the experimental group had significant higher mean attitude score towards the study of Geography than the control group. The significant attitude change of the experimental group was uniform for both male and female students but varied between public and private school students in favour of private school. Thus, school type significantly interacted with the treatment as it positively influenced students’ attitudes towards the study of Geography. Hence, it was recommended that experiential learning strategy (ELS) be included in the Nigerian policy on education and the curriculum. In addition, training on ELS in form of workshops and seminars be given to teachers to enable them acquire requisite skills and competence for effective application. To ensure effective implementation, zonal and area directors of education as well as school heads should engage in strict supervision of real class room process of ELS application.