IAFOR Journal of Education

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Effects of Geographic Information System on the Learning ofEnvironmental Education Concepts in Basic Computer-MediatedClassrooms in Nigeria

Ayobami Gideon Adeleke, Obafemi Awolowo University, Nigeria

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Abstract
This research paper specifically examined the impact of Geographic Information System(GIS) integration in a learning method and on the performance and retention ofEnvironmental Education (EE) concepts in basic social studies. Non-equivalent experimental
research design was employed. 126 pupils in four intact, computer-mediated classrooms were
sampled. Instruments included Envi-Geo Info System (EGIS) package and Environmental
Information Achievement Test (EAT). The study found no significant effect of treatment on
performances of participants in EGIS integrated treatment groups. No significant effect was
found across the groups on pupils retention even though, treatment groups retention mean
was higher than contemporaries. The study concluded that, adaptation of EGIS into sorted EE
concepts will improve learning and might boost retention even in computer-mediated social
studies classroom provided the use of GIS is made feasible in Nigeria and adopted into
teaching-learning process. It recommended that stakeholders in Nigerian education systemshould foster workable strategies to improve teaching and learning and that, the use of GIS
locally must be placed in the national education objectives. It is in the best interest of thepeople to learn the rudiments of personal safety, spatial development, incidental natural
alerts, as well as preventions and solutions.
Keywords: computer-mediated classroom; geographic information system; environmental
education; transversality.

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Introduction
The yawn for conducive natural world - clean protected water, air, plants, and wildlife; each
respectably placed within the ecosystem as against resource depletion, loss of species, andclimate change which has threatened the sustainability of planet earth remain a mirage inspite of the many efforts over the decades, the world over and more specifically in Nigeria. A
fundamental shift in approach toward instilling a sense of care and responsibility for the wellbeing of communities and the planet Earth as an abode for man and his neighbors centripetal or centrifugal - is inexcusable. The need to immunize the Nigerian society against
nature deficit disorder and eco-phobia are overt. Louv (2005) characterized modern children’s
isolation from nature as the foundation for disgust for science learning in elementary schools,
less discovery of scientific truths, developing disaffection for nature within children and terse
sense of conservation. Lorsbach and Jinks (2013) suggested teaching and learning process asturning points.
Environmental Education (EE) according to the Working Group on Environmental Education(2007) is education about the environment, for the environment, and in the environment that
promotes an understanding of, rich and active experience in, and an appreciation for the
dynamic interactions of the:• The Earth’s physical and biological systems;• the dependency of our social and economic systems on these natural systems;• scientific and human dimensions of environmental issues;• positive and negative consequences, both intended and unintended, of the interactions
between human-created and natural systems.
The social studies subject as a child of circumstance can encompass EE. Historically, social
studies was born to resolve contemporary societal problems within the humanities. It has its
parentage from the social sciences and concerned disciplines to address particular problems
in the United States hence, a continuous bid on social studies subject at resolving
fundamental societal issues is never out of place. The subject was introduced into Nigeria
educational system in 1963. Therefore, the modern-day environmental challenges of global
warming, resource depletion, loss of plant and animal species, climate change and such issues
threatening the human race and his host planet become central concerns of the social studies
subject as an amalgamative, multi-disciplinary school discipline. This is especially importantin the view of non-existence of environmental education as a school subject in the basic andmiddle schools in Nigeria.
This study, therefore, examined the effect on the performance of pupils exposed toGeographic Information System (GIS) integrated with environmental education concepts inbasic computer-mediated classrooms with social studies as the teaching subject. It also
determined the effect of the intervention on pupils’ retention. These are with a view to tout on
the best strategy for the teaching and learning of the diffused environmental education
concepts in social studies subject in Nigeria.
Literature Review
Literature provides a few studies on varieties of strategies explored in the teaching andlearning of environmental education both in formal and non-formal education settings.
Experiential learning advocated by Water Monitoring Youth Portal (WMYP, 2016) in127

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Canada to entrench the awareness, knowledge, attitude, skills and participation in affective
and cognitive experiences with their biophysical or social environment. Adult environmental
literacy had been experimented and found good earlier in Europe by Mancl, Carr & Morrone(1999). The public of Ohio, United States overwhelmingly supports EE in public schools(Environmental Education Council of Ohio (EECO, 2000). Environmental education takes
place in all types of settings with all types of learners. It is only paramount that educators
consider the developmental stages and the motivations of their intended learners and theeducational setting when developing EE programs. Yet, the leading voices in EE clearlyaffirm that good EE does not impose prescribed views or courses of action onto learners(NAAEE, 2000). Rather, good EE helps people learn how to evaluate information and pointsof view for themselves in order to make informed decisions. Despite this commitment toobjectivity, very few works however related these to learners’ performance or underscore thevery essence of retention of learnt concepts.
Senemoglu (2003) lauded the use of computer-mediated instructions as engendering
motivating force, immediate feedback and reinforcement capabilities which enable learners toprogress at their own pace and accordingly provides them with appropriate alternative waysof learning by individualizing the learning process. Computer-mediated classroom instruction(CMI) is an offshoot of Information and communication technology which has liftededucation off from borderlines in terms of time and place. Even in the developing nations of
the world including Nigeria, Adeleke (2016) and Adeleke, Jegede & Iroegbu (2017) have
utilized CMI in institutions to expose learners to the whole scope and varieties of learning in
numeracy, literacy and enculturation with plausible effect on performance and retention. It isespecially needful in EE to enable learners to self-evaluate and reflect on the learning
process. In Social Studies, the dart of access to spatial data collection, an electronic
representation of earth’s natural features as well as man-made environments are consistent
challenges that require solution.
The Kansas State Teacher’s College (1954) exhibited a concern with nature study and relatedscience for children similar to what the researcher has today. Several projects which
incorporated pupils from the primary level through the eighth grade were fostered with aview to help teachers to choose the most suitable instructional material and textbooks fortheir own teaching situations and as well help learners in the specific grades.
The framework for this study is rooted in the concept of transversality which according toGreenblatt (2015), referred to a description of objects intersection. It is rooted in generic andstable Thom’s Transversality Theorem (1954). The adaptability of this concept in this study
is premised on its emphasis on transversal teaching process presence in the social studies
subject, a “guardian” of interdisciplinarity. UNESCO-UNEP (1978) recommended avoidanceof environmental education becoming just another discipline added to those already existing
but be introduced as a transversal theme in school curricula. This infusion of EE into Social
Studies in the basic computer mediated classroom was the conceptual application oftransversality theorem. Like Pujol and Bonil (2003) who saw the greening of today’s
curriculum as a complex and dynamic process constructed on three essential bases: a newcollective ethic, a new style of thinking, and a new form of transformational action; theresearcher adapted EE teaching within the social studies subject with the application of GIS
as vehicle for instruction.
In spite of the paucity of research on performance and retention of environmental education
concepts in the best interests of the learners’ rudiments of personal safety, spatial

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development, incidental natural alerts, preventions and solutions; this study would add to theexisting body of knowledge, expand teachers and curriculum designers’ choices ofmeaningful learning experiences and instructional strategies.
Methodology and Methods
The study adopted non-randomized pretest, posttest experimental research design to examine
the impact of Envi-Geo Info System (EGIS) package on the learning and retention ofenvironmental education concepts in basic social studies. The entire basic school pupils in
Nigeria make up the population. Four junior secondary schools operating computer-mediatedclassrooms were purposively selected in south-west Nigeria. Four intact classes, one fromeach school were sampled into the study. A total of 126 pupils, of the four intact, computermediated classrooms were participants.
Instrumentation included Envi-Geo Info System (EGIS) package, having environmental
education induced concepts in social studies subject, was principally used as a computermediated instructional package. The Environmental Information Achievement Test (EAT)
was used as pretest, posttest and retention tests to assess the impact of the intervention. The
posttest assessment was done on school basis (four schools) while the retention assessment
was grouped into the two categories of research participants (experimental EGIS and controlCM). The research instruments – Envi-Geo Info System (EGIS) package was self-developed
using a taxonomy based on Blooms’ principles as revised by Anderson and Krathwohl (2001)
in Wilson (2013). It was trial-tested and Cronbach alpha value of 0.765; correlation values at
r = 0.744 which (Berg, Wood-Dauphinee & Williams, 1995) asserted high enough to justify
the reliability of instruments. The Environmental Information Achievement Test (EAT) usedas pretest, posttest and retention tests were also validated by test experts prior use. The
research hypotheses were analyzed for an answer using one-way ANOVA and T-test.
Results and Discussion
The first null hypothesis assumed that there is no significant effect of treatment on
performances of participants in EGIS integrated treatment groups. To establish theassumption, analysis of the performance test results was undertaken. Descriptively, Table 1
showed the marginal scores in groups (25 and 60) and the actual mean score of each of thegroups. It also exhibited the non-equivalent structure of the study groups.
Table 1: Analysis of Groups Performance in Environmental Information Achievement Test.
GroupsCM-EGIS 1
CM-EGIS 2
CM-1
CM-2
Total

N
31
36
25
34
126

Mean
43.69
44.48
39.00
41.17
44.28

Std. Dev.
7.84
6.82
7.23
10.66
7.02

Min
28.00
25.00
39.00
25.00
25.00

Max
56.00
54.00
58.00
53.00
58.00

Field Data (2017)

The table revealed mean scores of CM-EGIS 2 as the highest mean score (44.48), CM-EGIS
1 (43.69), CM-2 (41.17) and CM-1 score the lowest (39.00). However, the groups mean
average of 44.28 did not negate score from any of the groups. Further analysis was129

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undertaken to predict the significance of result and a One-way analysis of variance was
employed as shown in Table 2.
Table 2: Analysis of Variance - Groups Performance in Achievement Test.
ANOVA: Groups Performance in Environmental Information Achievement Test
VariableSum
of Df
Mean Square F
Sig.
Squares
Between126.433
45.51
Groups0.92>0.05
Within13594.07122
49.32
GroupsTotal
13730.62
125
According to Table 2, the result showed mean squares between groups and within groups as45.51 and 49.32 respectively. It yielded F-ration of 0.92 which is not significant at the 0.05
level. The implication of this result is that the EGIS integration in computer-mediated basicsocial studies teaching of EE concept has no significance.
Findings predicted that the EGIS integration in computer-mediated basic teaching of EE
concept has no significance (F = 0.92, p>0.05). This finding negated Conde and Sánchez(2010) postulation of environmental education (EE) as a lifelong process. The prominent
objective of imparting EE are to inculcate environmental awareness, ecological knowledge,
attitudes, values, commitments for actions, and ethical responsibilities for the rational use ofresources and for sound and sustainable development. The significance of these has beenemphasized through several seminars, summits, conferences and workshops locally andinternationally. Achievements in advancing the course included the integration of EE into
school curricula at basic, secondary, tertiary and graduate studies levels. Additionally, theresult was in tandem with Bednarz (2004) opinion that, the many assumptions underpinning
the initial period of enthusiasm for the GIS technology must be ascertained. Bednarz also
reiterated that barriers to successful dissemination need be identified in order to help shapeand inform phases of GIS implementation. It can be deduced that there is a need fordeveloping an improved pedagogical foundation for GIS if it is to be explored as a strategy
for teaching EE concepts.
Literature, educators and researchers affirmed that GIS is useful in the learning-teachingprocess (Aladağ, 2007; Alibrandi, 2003, Alibrandi & Sarnoff 2006; Beishuizen, 2006;
Demirci, 2007; Siegmund, Viehrig & Volz, 2007). Pang (2006) however opined that GIS use
in education will develop students’ information and media literacy, preparing them well forthe digital age. One of the main strengths of using GIS in education according to Pang (2006)
is that, they engage students in ‘scientific visualization’ through the use maps and their
databases, the process of interaction, manipulation and expression of information by thelearners. These enrich and immerse understanding of the concepts related to the data being
explored. It also instill the skills of organization and communicating information in our datarich environment. More importantly, a “culture” that allows for an active research process, sothat teachers can develop new ways of using GIS in their lessons (Jenner, 2006) is created byintegrating GIS into school programs. When students navigate the range of visualization
methods to constructively explore, discover and hypothesize on various scientific theories
and concepts, they move from being passive recipients of information to active discoverers
and constructors of knowledge.

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The second null hypothesis stated that there is no significant effect of CM-EGIS intervention
on pupils’ retention. Study population was re-categorized into two namely, Computer
Mediated-EGIS (CM-EGIS) and Comparison Method (CM). The retention ability test
administered three weeks after the posttest; the scores of the two groups were subjected to ttest analysis with results presented in Table 3.
Table 3: Retention Ability Test on CM-EGIS Interventions.
Group
CM-EGIS
CM

N
67
59

Mean (x)
88.17
84.38

SD
19.0249
17.8897df

T

60-0.316p-value Remark
Not
0.782
Significant

The analysis indicated that there was no significant effect of CM-EGIS on pupils’ retention of
EE concepts in basic social studies classrooms across the study sampled population (t = 0.316, p<0.05). The hypothesis 2 not being rejected implied that no better retention ability
was enhanced with the application of EGIS in teaching environmental education concepts.
This contrasted with the literature supporting the use of virtual laboratory in various study
subjects as potent at enhancing retention (Lux (2002), Kara (2008), Tuysuz (2010), Murniza(2010), Gambari, Falode, Fagbemi, & Idris (2012). There is scarcity of literature on the testof retention using EGIS in social studies education in Nigeria. However, the exploration ofthis field of research towards imparting environmental awareness, ecological knowledge,
attitudes, values, commitments for actions, and ethical responsibilities for the rational use of
scarce, natural resources and for sound and sustainable development is on the continuum.
Conclusion
Information and communication technology (ICT) has been found an ally in the effort toimprove teaching and learning. Geographic Information System (GIS), as adopted in thisstudy is a modern brand of ICT. The adaptation of EGIS into sorted EE concepts is a
powerful strategy via which educational improvement in learners’ performance and retention- even in computer-mediated classroom – might be enhanced. The study however concluded
that, while EGIS seems not feasible for adoption into teaching-learning process in Nigeria
momentarily, subsequent researches in various geo-political zones of the nation overtime
might reiterate the needfulness for implementations.
It is hereby recommended that stakeholders in Nigerian education system – students, teachers,
parents, school management, policy makers, politicians, entrepreneurs, government and nongovernmental agencies should foster and awaken workable strategies that can improveteaching and learning of environmental education across disciplines, given its importance inthe modern world to sustainable development. Additionally, the crux of working with GIS
within the local environment must be considered for placement in the national education
objectives. Nigeria needs to join the technology-driven crusade using GIS in the best interestsof her populations’ personal, social, educational, spatial development and incidental alerts,
prevention and solutions.

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Appendix
Envi-Geo Info System (EGIS) Package Codes using C-Sharp
using System;
using System.Collections.Generic;using System.ComponentModel;using System.Data;
using System.Drawing;
using System.Linq;
using System.Text;
using System.Windows.Forms;
using System.Media;//using System.Timers;
namespace EGIS {public partial class frmTest : Form
{int TrialNo = 2;
int nxt = 0;
int prv = 0;
int last = 300;
int score = 0;
int totQ = 0;//int first = 1;
string qList = "";int inc = -1;
int queN = 1;
string answr = "";bool cor = false;bool tr = false;
int s1 = 0; int s2 = 0; int s3 = 0; int s4 = 0; int s5 = 0; int s6 = 0; int s7 = 0; int s8 = 0; int s9 = 0; int
s10 = 0;int s11 = 0; int s12 = 0; int s13 = 0; int s14 = 0; int s15 = 0; int s16 = 0; int s17 = 0; int s18 = 0; int s19= 0; int s20 = 0;
int s21 = 0; int s22 = 0; int s23 = 0; int s24 = 0; int s25 =string c1 = ""; string c2 = ""; string c3 = ""; string c4 = ""; string c5 = ""; string c6 = ""; string c7 = "";string c8 = ""; string c9 = ""; string c10 = "";string c11 = ""; string c12 = ""; string c13 = ""; string c14 = ""; string c15 = ""; string c16 = ""; string
c17 = ""; string c18 = ""; string c19 = ""; string c20 = "";string c21 = ""; string c22 = ""; string c23 = ""; string c24 = ""; string c25 = "";//System.Timers.Timer myTimer = new System.Timers.Timer(5 * 60);
Timer timer = new Timer() { Interval = 1000 };public frmTest(){ InitializeComponent();
txtTime.Text = TimeSpan.FromMinutes(0).ToString();lblNam.Text = ClspassVal.name;lblStandby();}//SoundPlayer My_Correct = new
SoundPlayer(Resource1.correct);@"C:\Users\Adsonet\Documents\correct.wav");//Application.Startup
Path + @"\correct.wav");SoundPlayer My_Wrong = new SoundPlayer(Resource1.Crowd_Boo);SoundPlayer My_Applause = new SoundPlayer(Resource1.applause);
void lblStandby()
int val = 0; int val1 = 0; int val2 = 0; int val3 = 0;132

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Acknowledgements
There was no research funding or grant to support this study, yet, the researcher found it
imperative acknowledging the assistance, support and encouraging experiences gatheredworking with the four engaged schools and school personnel who assisted in the study, theschool managements were headed by Mr Adeniji, M. A; Rev. Sister Carmen-Mary; Mrs
Soyooye; and Mr Akindipe, the eighth-grade pupils of Anthony Udofia Model School; St.
Franciscan; Damico Group of Schools and Obafemi Awolowo University Staff School, all in
Osun, Nigeria.

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Corresponding Author: Adeleke, Ayobami Gideon
Contact Email: ag_leke@oauife.edu.ng

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