Impacts of Students’ Perceptions of Geology on Learning of Life and Earth Sciences in Nigerien Secondary Schools: Evidence from Gouré (Zinder Region)

This study examines the influence of students’ perceptions on their understanding of geology in secondary schools in the municipality of Gouré (Niger). The methodology used combines surveys conducted through questionnaires sent to teachers and students, follow by statistical analysis of the data. This investigation is based on a sample of 150 students and 15 teachers from five public and private schools in Gouré. The results show that understanding of geology is significantly hampered by three major factors: lack of material resources, inadequate training, and negative perceptions associated with the subject. In terms of schooling, 13% of students did not take any geology classes during the school year, mainly because the chapters were placed at the end of the curriculum. Among those who did take the courses, 34% said they had not retained anything and 60% said they had only understood a few concepts, while only 7% said they were satisfied with their understanding. Geology appears to be significantly less attractive than biology, which is the preferred subject of 90% of students. The difficulties identified mainly concern the abstract nature of geological phenomena and the lack of practical activities. More than 90% of students struggle to visualize these phenomena due to a lack of teaching materials, samples, or field trips. In addition, 70-80% mention the complexity of the vocabulary, the insufficient time allocated to classes, and the difficulty in understanding geological time scales. On the teachers’ side, 73% work in precarious conditions and only 20% have university training in geology. Furthermore, 67% have no specialized teaching qualifications in life and earth sciences. While 73% have already received training in geology, 64% consider it insufficient. More than half have gaps in their knowledge of major topics such as internal geodynamics and rock formation. Finally, 60% have little mastery of the ASEI/PDSI teaching approach, which is nevertheless mandatory in Niger. The study recommends increasing field trips, integrating immersive digital tools, providing continuing education for teachers, and improving school equipment.