Laboratories and Sustainable Teaching and Learning About Senior Secondary School (SSS) Geography in Nigeria

Abstract

The relevance of Geography cannot be over emphasised; but teaching and learning about the subject have not been
sustainable. The objective of this paper is to examine the adequacy or otherwise of Geography Laboratories and Gardens for
effective teaching and learning in Nigeria using Ogun State as case study. Twenty schools and colleges were randomly selected
across the state. Conditions of the Gardens and Laboratories were examined. 100 sstudents, 20 teachers and 5 principals of
schools were interviewed and so also 100 Geography graduates of Schools and colleges. Human and physical environments of
the schools were studied. Over 85% of the schools have neither Geographical Garden nor Meteorological Garden or Laboratory.
No school has any classroom dedicated to Geography. There must be radical departure from the observed. Well equipped
Laboratories, Meteorological and Geographical Gardens should become integral part of the facilities and amenities. It is
imperative that a room is adorned with maps, charts, figures, models, samples and others; and designated as Geography
Classroom where lessons on geographyy topics must be held. Teachers of Geography should perceive the physical
environment, natural and cultural, as Geography Laboratory. Philanthropies should be implored and encouraged to come to the
aid of schools.