Foster Opoku

2 Publications in AERD

Author Publications

Geography education in Ghanaian senior high schools: a qualitative study of the gender differences in students’ geographical knowledge and interests

By Foster Opoku

Although, a number of studies exists regarding students’ experiences of Geography as a school subject, the gender differences in students’ geographical knowledge and interests are rarely recognised. Drawing from the cognitive interest theory, and using a qualitative phenomenological design, this study explored the gender differences in the geographical knowledge and interests of 48 Ghanaian senior high school students. In-depth interviews were conducted with 24 males and 24 females, sampled from two public schools in the Kumasi Metropolis of the Asante Region. Data obtained were analysed thematically, with specific normative and subjective views of participants presented as direct quotations. Both gender demonstrated appreciable level of knowledge regarding the subject matter of Geography and its relevance to daily life experiences. Gender differences were, however, observed in students’ understanding of the subject matter of Geography and conceptions of the importance of Geography. Congruent to the cognitive interest theoretical perspective, the findings suggest that there is a considerable link between geographical knowledge and geographical interests of both gender. The study findings have the potential of informing policy and curricula changes by relevant stakeholders to help bridge the gender imbalances in school Geography enrolments and also to secure the success of Geography. © 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.

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Geography education in perspective: an enquiry into Ghanaian senior high school students’ positive and negative attitudes towards geography

By Foster Opoku

This paper examines the factors accounting for students’ predilection or aversion for school Geography. The paper draws on data from 116 students (aged 14–19 years) sampled from three public Senior High Schools (SHSs) in the Offinso Municipality of the Asante Region, Ghana. We employed the a posteriori inductive reduction model to derive broad and interlinking themes from the individual interviews conducted with study participants. In consonance with the cognitive interest and expectancy-value theoretical perspectives, we found that the multi-textured nature of Geography, which produces holistic knowledge for addressing individual and societal problems and more importantly lending itself to diverse job opportunities, constituted the major pull factors explaining students’ positive attitudes towards Geography. Contrariwise, perceived subject difficulty and poor performance resulting from inadequate outdoor experiential Geography vis-a-vis poor teaching methodologies and the societal notion of geography not being prestigious or lucrative enough constituted the push factors underlying students’ aversion for the subject. The findings suggest making outdoor practical lessons compulsory component of Geography education in order to offer students the opportunity to relate concepts to real world situations. © 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.

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