Dr Umar Haliru & Dr A. D. Aliyu
This study examined the effect of experiential learning on performance and retention of secondary school students in Geography in Sokoto state, Nigeria. Two null hypotheses were formulated to guide the study. Quasi-experimental design involving a pretest-post-test, non-equivalent, non-randomized comparison with experimental and control groups was used in the study. The population for this study is 33,427 Geography students of all public secondary schools in Sokoto state, while a sample size of 208 participants was used. The instrument used for data collection in this study was ‘Geography Performance and Retention Test’ (GPRT) with a reliability index of 0.8. Independent sample t-test was used to test the two null hypotheses at 0.05 level of significance. Findings from this study revealed that there is statistically significant difference between the performance of students taught Geography using experiential learning and those in the control group (t (206) = 5.99; P= .000) and experiential learning was found to be effective in enhancing the learning retention of students in Geography (t (222) = 0.265; P= .791). It was recommended among other things that Geography teachers should be encouraged to use experiential learning during lessons to enhance the performance and learning retention of students.