FIELD WORK

Specific Objectives
By the end of the topic the learner should be able to:

(a) Define the term field work;

(b) State different types of field work;
(c) Explain the importance of field work;
(d) Explain the procedure to be followed during field work;
(e) Identify possible problems during field work;
(f) (f) Carry out field work within the local environment.
Content
a.) Definition of field work.
b.) Types of field work.
c.) Importance of field work.
d.) Field work procedure.
e.) Problems likely to be encountered during fieldwork.
f.) Field work within the local environment

Definition
Fieldwork may be defined as an activity that involves the seeing and using of the environment around
us as a laboratory for the teaching and Learning of Geography.

It is a scientific method of study that enables geographers and other researchers to use the
available natural and human- made phenomena to understand the environment better.

Fieldwork allows the learners to interpret for themselves what they see and to
Confirm the facts and ideas that they acquire in the classroom.

It is one of the activities that make geography a practical subject. The activities may be
conducted within the school environment, around the school and sometimes far from the school.

Types of fieldwork
i. Field study or field teaching.
ii. Excursions.
iii. Fieldwork research.

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Field study
 A field study is aimed at collecting data in order to achieve specific objectives.
 These objectives are formulated and clearly outlined by the researcher before the study.
 They are expressions of what the researcher intends to find out during the field study.
 The study is conducted by an individual or a group of people.
 It is based on a specific theme, such as: A visit to a farm. The data collected in such a study is
recorded, analyzed, interpreted and conclusions drawn from it.
An excursion
 An excursion is a sight-seeing outing, mainly aimed at relaxing the people involved.

 It does not require the formulation of objectives or the collection of data.

 It is however, possible to conduct a field study within an excursion.

Fieldwork research
 The fieldwork research is a problem-solving activity.
 It is a study conducted by experts in their respective fields of specialization.
 For example, when there is a disease outbreak affecting livestock in a certain area, the
veterinary officers, who are the experts in that field go to the area affected by the disease.
 Their main aim is to identify the cause of the disease and come up with possible solutions to the
problems.
Note:
These three types of fieldwork may be carried out together or separately.

Importance of fieldwork
It helps the geographer to be able to:
 Apply the skills learned in the classroom to the real-life situation.
 Identify specific problems that may require geographical investigation.
 Study geographical phenomena and processes such as faulting, masswasting, so as to understand
them better.
 Identify and categorize factors and features of given geographicalphenomena so as to be able to
record them for use now and in the future.
 Think and use observation skills to reason logically and make objective judgment.
 Use the geographical techniques of gathering, analyzing and presenting data so as to perfect the
following skills: An accurate oral description of what they observe, Coherent expression of
ideas, High level reasoning and making of independent and objective judgment and Good
maintenance of human relations.
 Be familiar with the environment in which they live by training them to acquire the appropriate
attitudes, skills and knowledge with which to interpret and improve the environment.
 Draw local examples from their own interpretation and observations.

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  Break the monotony of classroom teaching and learning so that both become more vivid and
realistic.
Fieldwork procedure
 A procedure is an established way of doing things.
 The fieldwork procedure is straight forward and involves a series of activities to be completed in
order to achieve certain objectives.

 The normal pattern that the fieldwork procedure takes is summarized in the below.

Identify the topic of study

Statement of objectives

Formulation of the hypotheses

Prepare for the fieldwork

Conduct the actual study

Identifying the Topic of Study

 The topic of study refers to the title of the field study that is to be carried out.
 The title can be drawn from a topic that has already been studied in the classroom.
 It should be started in a short, clear and precise statement.
For example:

• A study of weather station.

• A study of Ol'Kalou market.
• A study of Nyadorerea fish fillet factory.
Statement of Objectives
 An objective describes the actual detail that the researcher intends to look for during the study.
 Every topic of study may have several objectives.
 The objectives must be relevant to the topic of study.
 They should be stated in short clear sentences.

Example
For a topic ‘A study of Kisumu fish fillet factory, the following are possible objectives:

• To find out when the factory was established.

• To find out who owns the factory.
• To find out the number of workers employed in the factory.
• To identify the market outlet for the fillet processed in the factory.

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For the topic 'A study of landforms near the school, ' the following are possible objectives:

• To find out the types of landforms near the school.

• To find out the highest and the lowest points of the study area.
• To identify the possible processes involved in the formation of the main landforms.
• To investigate the relationship between landforms and soil depth in the area.
• To identify the economic importance of the landforms around the school.
Every objective must have a stem. Other than' to find out' other suitable stems
could be:

 To investigate...............
 To identify..................

A good objective therefore should be specific, measurable, achievable, and realistic and time bound
(SMART).
Formulation of the Hypotheses
 A hypothesis is the researcher's own speculation about the problem in question.
 It is a tentative answer to the problem in question.
 It is therefore a theory that has not yet been proved.
 The researchers make guesses on the basis of any knowledge they have in the area of study.
 The fieldwork exercise revolves around the testing of the hypotheses to establish whether or not
they can be accepted as statement of fact.
Two main types of hypotheses:
Null hypothesis

 This is stated negatively, for example, there is no relationship between landforms and soil depth
in the area.

Alternative or substantive hypothesis

 This is stated positively, for example, there is a relationship between landforms and soil depth in
the area.
 Students may use either of the two whenever they formulate hypotheses for a study.

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Characteristics of a good hypothesis
 It has an element of comparison, whereby two or three items are compared.
 The quantitative words used are easily measurable, for example, more, most majority, all. Avoid
the use of words like a lot, many or few.
 The hypothesis leaves room for ‘yes' or 'no'.
 It must be related to one or more of the objectives in question. This means that a hypothesis at
times is in question form or negative form.
 A hypothesis should not be obvious.
Below are examples of hypotheses used on the study of landforms used above.

 Most of the landforms in the area has resulted from internal earth movements.
 The highest point in the area is at the top of Mt Longonot.
 Is lowest point in the area occupied by a lake?

Preparation for the fieldwork

 Students and researchers should prepare adequately before going out for a field Study.

 The more thorough the preparation, the more successful the field study.

The sequence of activities involved in preparation is outlined in the below

Seek permission

Conduct a reconnaissance

Adjust objectives and hypotheses

Choose methods of data collection

Assemble necessary tools

Prepare a working schedule

Divide the students into groups

Seek Permission
 Preparation for fieldwork begins with the seeking of permission from the relevant
authorities, and/or the acquisition of a research permit.

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  Where the fieldwork is conducted by the students and their teacher, the first authority to
approach is the principal of the School.

 Within his/her permission, other details concerning transport, packed lunch, entry fees
to national parks, etc., can be taken care of easily.

 Once the principal's permission is acquired, the teacher and /or the students decide on
the suitable data of study.

 If the study is to be conducted in an industry, the letter is addressed to the manager of

the industry.

 It should be written well in advance to give the manager ample time to reply.
The letter should also contain a list of areas that students are interested in.

Reconnaissance
 Once permission is acquired, the teacher will select a small group of students.
 Together, they will conduct a reconnaissance or a pre-visit to the intended place of
study.
 A reconnaissance is a short visit to the place of study prior to the actual day of study.

Importance of reconnaissance
i. It familiarizes the researcher with an area of study.
ii. It introduces the researcher to the authorities and respondents in the area of study. This makes
it easier to extract information from people already known.
iii. It helps the researcher to identify and decide on the methods and tools to use in collecting
information during the study.
iv. It helps to determine the suitability of the area for the study. If it is found unsuitable, then an
alternative area of study is sought.
v. It helps to identify any problems the researcher is likely to encounter during the study. This
gives him an opportunity to prepare on how to cope with the situation.
vi. It enables the researcher to estimate the cost of study and plan accordingly.
vii. It is useful in designing a working schedule.
Revision of objectives
After the reconnaissance, the researcher will revisit the objectives and hypotheses and
make any necessary adjustments in accordance with the findings of the reconnaissance.

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Methods of Data collection
 Suitable methods of data collection are then chosen some of which may require prior
arrangements.

 For example, the production of enough questionnaire and acquisitions of relevant materials
for the study should be done before visiting the field.

Assembling of Research Equipment

 The researcher then decides on the methods of data collection suited to the area of
study.
 The tools needed for the study should be assembled early to eliminate the last minute
rush and forgetfulness.
 Such tools may include maps, writing materials, a loaded camera, tape recorder,
compass, tape measure, plastic bags, geological hammer, binoculars, masking tape etc.
 The choice of tools is determined by the topic of study and the methods the researcher
intends to use to collect data.
Working Schedule
 It includes a plan of activities for each day of study.
 It shows specific times during which particular activities should be conducted.

Importance of a working schedule.

i. It gives ample time to each activity so that no activity is forgotten.
ii. It reduces the tendency to waste time and forces the researcher team to work within the
allocated time in order to complete the project within the stipulated time.
iii. It provides a basis for evaluating the fieldwork while it is still in progress.
iv. It provides a framework that guides the researcher to remain within the scope of the topic.
v. It provides an estimate of the time required for the study.
The Actual Field Study
 The actual field study takes place on the day chosen for the study.
 On this day, the students should rise up early.
 The schedule should be observed from step one.
 The main activity taking place is the collection of data.
 The data to be collected is aimed at satisfying the objectives and testing the hypotheses outlined
earlier.

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Main methods of data collection
a.) primary or direct methods
• questionnaire
• Interview
• Taking photographs
• Experimenting
• Counting
• Measuring
b.) Secondary or indirect methods mainly content analysis

• Methods of data recording

• Field sketching
• Taking photographs
• Tallying
• Tape recording
• Note taking
• Labeling samples
• Filling - in questionnaires
Data presentation may be done in the following ways:
• Drawing graphs and charts
• Drawing sketch maps and diagrams
• Displaying the completed questionnaires
• Playing the tapes
• Writing a report
• Giving a lecture
• Displaying the labeled samples
Problems likely to be encountered during Fieldwork
The main problems include:

• The researcher may fall sick during study.

• The respondents may become uncooperative or may fail to keep time.
• A language barrier between the researcher and the respondents may call for an interpreter
thereby slowing down the progress of the study.
• Transport problem e.g. the vehicle in which the researcher is travelling may break down.
• Environmental constraints e.g. rainfall may cut short the field work.
• The researcher may face the danger of wild animals.
• Steep slopes may be difficult to climb.
• Thick vegetation may be difficult to penetrate.
• Dishonest respondents may lead to collection of inaccurate data.
• Financial constraints may bring the fieldwork to a standstill.

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Follow up Activities
These are activities that the students will be involved in immediately after the study.

The activities involves

• Discussions.
• Comparing notes.
• Write reports.
• Taking advise on how to present

End of topic

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