Correlation Between Pre-Service Teachers’ Perception and Academic Achievement in Geography among Colleges of Education in Northwest, Nigeria

This study investigates the Relationship between Pre-Service Teachers’ Perception, Gender, and Academic Achievement in Geography at Colleges of Education in Northwest Nigeria. A correlational research design was adopted, with a population consisting of 1,057 NCE III pre-service Geography teachers from nine Colleges of Education. A multistage sampling technique was used, four colleges and 285 participants were selected for the study. Data were collected through two instruments: a researcher-developed perception questionnaire and an academic achievement proforma. Both instruments demonstrated acceptable face, content, and construct validity, with a Cronbach’s alpha reliability coefficient of 0.86. Data were analyzed using Pearson’s Product–Moment Correlation Coefficient and simple linear regression to test the stated hypotheses. The findings revealed a weak but positive relationship between perception and academic achievement among pre-service Geography teachers in the selected Colleges of Education. The study concluded that perception serves as a predictor of academic achievement among pre-service Geography teachers. It recommends that there is a need for Geography lecturers and curriculum planners to design learning experiences that enhance students’ perception, relevance, and perceived value of Geography.