Enhancing Geography Education Through Technology: An Experimental Study on the Use of Classpoint Tool in FCT College of Education Zuba-Abuja
Abstract
This study investigates the effectiveness of the ClassPoint classroom response system in enhancing the teaching and learning of geography among students in FCT College of Education, Zuba-Abuja. Using a quasi-experimental design, the author compares students taught with ClassPoint-supported interactive lessons to those taught with conventional methods.
Background and Rationale
Geography education in many Nigerian colleges still relies heavily on teacher-centred approaches. Large classes, limited instructional resources and low levels of student participation reduce the effectiveness of traditional lectures. Technology-mediated strategies offer opportunities to make geography learning more interactive, visual and student-centred.
Findings and Implications
The study reports statistically significant improvement in engagement and academic performance among students exposed to ClassPoint-enhanced lessons. The article concludes that integrating interactive digital tools into geography instruction can foster deeper conceptual understanding, better retention and more active participation.