POULTRY FARMING AND EFFECTS ON DEVELOPMENT
This research project investigate Poultry Farming and Effects on Development: A case study of Ibarapa Region. The chapters are divided into five chapters.
The first chapter contains background of the study, scope, purpose of study, hypothesis and definition of terms.
Chapter two contains literature review and Historical of study area. This section provides information on works, which has been done on the topic.
Chapter three deals with Research Methodology while chapter four deals with analysis of data collected through questionnaire to test for the hypothesis.
Chapter five contain the recommendation, summary and conclusion.
1.1 THE HISTORICAL TRENDS OF GEOGRAPHY TEACHING IN NIGERIA
In Nigeria, the teaching of Geography in the school curriculum could be dated back to the colonial era when western education was introduced in the country. Geography as a discipline is the study of man and his environment that is physical, political, economic and socio-cultural environments. However, Geography teaching in Nigeria is discussed in this context from the historical perspective and in chronological order from colonial era when formal education was introduced to the post colonial era and even to the present time.
The introduction of the Western education in Nigeria brought in the teaching of Geography in the country. The teaching of Geography during this time was based merely on memorization and mainly on description.
According to Mayasan (1969) the teaching of geography in Nigeria during this time was christened “Cupes and Bays” geography because emphasis was on the memorization of the names of places, capes and bays of the world, population of important towns and cities among others. He opined that infact, geography teaching only reflected the emphasis on the memorization of mountain, major capitals of the world, rivers, oceans etc. without any means of the verification of the facts. Question such as, what is the lake? differentiate between a lake and an Island? What is the highest mountain in the world? Who discovered America? How many continents are there in the world? Were asked the learners in school in geography examinations.
Moreover, what learners learnt during this time had very little relation to their own immediate environments and facts given to learners were incoherent and disjointed. That is they were not sequentially and logically presented to learners, let alone been quantified. Geography teaching was therefore ill-organized, infact it was not fully developed into a well-recognized and respectable discipline with carefully organized knowledge and methodology as it is today. The facts supplied then were those collected from the navigators, travelers, explorers and voyagers such as mango park, Americo vespucci, Magellan, Sebastian Delcano among others.