Fieldwork

Fieldwork maybe defined as:

a) An activity that involves the seeing and using the
environment as a laboratory for teaching and learning of
Geography, or
b) The scientific study of Geography, which applies
practical techniques and uses the environment as the
laboratory and source of information.

Types of fieldwork
There are three major types of fieldwork:
 Field excursion
 Field research
 Field study
a) Field excursion
It is a sightseeing outing mainly aimed at relaxing the people
involved and does not require the formulation of objectives
or collection of data.
b) Field research
Field research is a more advanced type of fieldwork usually a
problem solving activity. It is mainly conducted by experts.
c) Field study
It is aimed at collecting data in order to achieve specific
objectives. Objectives are formulated and clearly outlined by
the researcher before the study.

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It can be conducted by an individual or a group of people. It is
based on a specific theme e.g. A Visit to a Farm. The data
collected in such a study is recorded, analyzed, interpreted
and conclusions are drawn from it.
We shall be focusing on this type of fieldwork.
Importance of fieldwork
(i) It helps to apply the skills learnt in class to real life
situations.
(ii) It breaks the monotony of classroom work.
(iii) It is an important source of primary
data.(photographs, notes).
(iv) To identify specific problems that may require one
to make geographical investigation. E.g. pollution of
water, high acidity levels in the soil, deforestation.
(v) It makes Geography real by presenting living
realities of phenomena read in books.
(vi) It makes students to be familiar with the
environment in which they live.
(vii) It helps learners to acquire the skills of critical
thinking.
(viii) Helps us to know the direction of some places that
we visit.
(ix) It helps to use the maps.

Fieldwork procedure
A procedure is an established way of doing things. The normal pattern that the fieldwork
procedure takes is summarized as follows.

Identify the study topic

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 Statement of objectives

Formulation of hypothesis

Prepare for fieldwork

Conduct the actual study

1. 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 stated in
a short clear statement e.g.
(i) A study of a weather station
(ii) A study of village market
(iii) A study of river Karura
2. Statement of Objectives
An objective describes the actual detail that the researcher intends to look for during the
study. Every topic of study must have a set of objectives. The objectives must be relevant to
the topic of study and they should be stated in short clear sentences e.g. for the topic of
study of weather stations:
(i) To Find out how the various weather instruments are used
(ii) To Find out why they chose the location
(iii) To Find out how they interpret weather patterns
(iv) To Find out why some of the information is inaccurate
(v) To Find out the nature of training employees get
(vi) To Find out if they work together with neighboring countries to compile weather
information.
A good objective should be Specific, Measurable, Achievable, Realistic, and Time bound
(SMART)

3. Formulation of Hypotheses
Hypothesis is the researcher’s own speculation about the problem in question. It is an
intelligent guess made by the researcher on the basis of any knowledge they have in the
area of study. There are two main types of hypothesis.
(i) Null Hypothesis: This is stated negatively e.g. there is no relationship between
the weather station and farming activities in the surrounding areas.

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 (ii) Substantive/alternative hypothesis: This is stated positively e.g. the information
given by the weather station is always accurate.
Hypothesis can also be stated in question form without comparing the characteristics that
make them correct e.g. how often do they make measurements.
Characteristics of a good hypothesis
(i) It must be related to one or more objectives in question.
(ii) It should not be obvious
(iii) It should leave room for yes or no
(iv) It has an element of comparison whereby two or three items are compared
(v) The quantitative words used are easily measurable e.g. more, most, all, majority

N.B. avoid using words like few, least, a lot and many
4. Preparation for Fieldwork
Students should prepare adequately before going out for a field study. The sequence of
activities is as follows:

Seek permission

Conduct a reconnaissance

Adjust objectives and hypotheses

Choose methods of data collection

Assemble necessary tools

Prepare a working schedule

Divide students into groups

(i) Seek permission

Where the fieldwork is conducted by the students, the first authority to approach for
permission is the head of school. If the study is to be conducted in an industry, the
managers should be addressed in advance.
(ii) Conduct a reconnaissance/ a pre-visit/pilot study.

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Once permission is granted, the teacher will select a group of students who will conduct a
reconnaissance to the intended place of study. This is important because:
1) It helps to identify any problems that can be encountered during the study
2) It helps the researcher to identify and decide on the methods and tools to be used in
collecting information and recording it during the study
3) It enables the researcher to estimate the cost of study and plan accordingly
4) It familiarizes the researcher with the area of study
5) It introduces the researcher to the authority and respondents
6) It helps to determine the suitability of an area
7) It helps to know the route and direction of the place
8) You know the distance of the place you want to carry out the field study
9) You can tell the weather of the place
10) To test the instruments

(iii) Adjust objectives and hypothesis
After the pre-visit, students will visit the objectives and hypothesis and make any necessary
adjustments in accordance with the findings of the pre-visit.
(iv) Choose methods of data collection
Suitable data collection methods are chosen some of which may require prior arrangement
e.g. production of questionnaires and relevant materials of study.
(v) Assemble necessary tools
Such tools may include, but not limited to: tape recorder, camera, writing materials,
compass, maps, tape measure, binoculars, hammer, plastic bags, masking tape etc.
(vi) Preparing a working schedule
This includes a plan of activities for each working day. It is important because:

 It helps the researcher to complete the project within a given time

 It provides an estimate of time required for the study.

 It gives ample time to each activity and this ensures that no activity is
forgotten.
(vii) Divide the students into groups
When the schedule is complete, the teacher divides the students into groups and appoints
group leader. Group work allows the student to accomplish all that they are set to do faster.
Problems likely to be encountered during fieldwork
(i) The researcher may fall sick during the study
(ii) Language barrier between the researcher and the respondent
(iii) Transport problems e.g. vehicle may break down
(iv) The respondent may become uncooperative

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 (v) Dishonest respondents may lead to collection of inaccurate data
(vi) The researcher may face the danger of wild animals.
(vii) Thick vegetation may be difficult to penetrate
(viii) Steep slopes may be difficult to climb
(ix) Poor weather conditions like rainfall, extreme cold or heat may cut short the field
study
(x) Financial constraints may cut short the field study

The Actual Field Study

The main activity is the collection of data. The data to be collected is aimed at satisfying the
objectives and testing the hypothesis.
Before we delve further, let us ask ourselves what data is?
Data
This refers to the actual facts and figures collected and arranged in a systematic manner.
Types and sources of data
(i) Primary data: These are facts and figures collected firsthand through methods such
as observation, questionnaires and interviews. Such data is referred to as firsthand.
Its sources are referred to as primary sources.
(ii) Secondary data: These are facts and figures collected and recorded in text books,
magazines, newspapers, videos among others. Such sources are known as secondary
sources.
Methods of Collecting Data
In selecting methods of collecting data, the researcher should consider the following factors:

 Time: the method should not be time consuming.

 Cost: the method should be affordable
 Accuracy: the method should ensure data collected is accurate

There are many methods of collecting data and only relevant ones may be selected. The
main methods of collecting data include:
a) Interviews
b) Observation
c) Questionnaires
d) Taking photographs
e) Experimenting
f) Counting
g) Measuring

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 (a) Interviews
This is direct discussion between the researcher and the respondent.it may be face to face,
or via telephone. Responses may be written down or recorded on tape.
Advantages: researchers can seek clarification for ambiguous responses; provide instant
source of information; researchers are able to estimate the accuracy of the responses
Disadvantages: Language barrier may arise; time consuming due to movements involved;
expensive due to movements involved

(b) Observation
This involves the use of your eyes. You record what you see.
Advantages: provides firsthand information; time saving; reliable
Disadvantages: expensive because it requires travelling; difficult to collect data on past
events; based on personal point of view; limited by bad weather; it is difficult for people
with visual impairments.
(c) Questionnaires
This is a set of written questions related to a topic of study.
Types of Questionnaires
a) Personal interview questionnaire
This questionnaire has a series of guide questions that are used by the researcher to guide
the respondent in giving answers.
b) Rigid questionnaire
Space is provided for each question in which the respondent fills in the responses.
Types of questions asked

 Open-ended questions
They are also called lead questions. The respondent is allowed to answer as he/she deems
fit.e.g.
1. What products do you come to sell in the market?

 Closed or rigid questions

These are also structured questions. A choice of things to answer is given. A yes or no choice
can also be given. E.g.
1. Which of the following products are sold in the market?
a) Food stuffs

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 b) Clothes
c) Electronics
2. Do you like the market?
a) Yes
b) No
Advantages: comparison is easy because similar questions are used; when they are posted
they reduce travel expenses; firsthand information is obtained.
Disadvantages: requires literate respondents; mailed questionnaires usually bring back
inaccurate responses; mailed questionnaires may never reach the respondent.
An example of a questionnaire
The questionnaire was used in a study on a farm.
1. Identification details
a) Name of the farm ………………………………………………
b) Area of the farm ………………………………………………..
c) Name of the farmer …………………………………………..
d) Age ……………………………………………………………………
2. How long have you been farming?
i)Less than five years □
ii)five years and more □
3. What crops do you grow on your farm?
a)…………………………………………………………………………..
b)………………………………………………………………………….
c)………………………………………………………………………….
4. What other economic activities do you engage in?
……………………………………………………………………………..
………………………………………………………………………………

(d) Measuring/ taking measurements

Measurements can be done using various methods such as: pacing (for land surveying);
estimating; using instruments e.g. tape measure, thermometer, meter rule, rain gauge etc.
Advantages: accurate; quick; easy
Disadvantages: if data is read inaccurately; errors can occur when pacing or estimating; if
faulty instruments are used.
(e) Sampling
Sampling is a means of collecting data that is representative of a particular issue or subject
area without actually having to record every bit of data. A sample is a set of individuals or

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items selected from a population (a phenomena under study) and analyzed to test a
hypothesis about a population. Simply put, it is a small part of anything intended as a
representative of the whole. A good sample should represent at least 10% of the
population.
There are three main types of sampling techniques namely:
a) random
b) stratified
c) systematic

 Random
It is most useful where phenomena under study is not distributed in any given order. It is
also useful where the phenomena is large. It minimizes bias by giving all elements in the
phenomena an equal chance of being selected for study.

 Stratified
This involves the selection of a study sample on the basis of categories or groups of similar
elements. The classification may be based on age, tribe, sex, race, level of education,
occupation, or size of the farm.

 Systematic
This method is useful where the phenomena is large and evenly distributed. The objects for
study are selected at regular intervals e.g. every third person, every fifth vehicle or every
third farm.
Advantages: avoids bias; saves time; less expensive
Disadvantages: poorly selected samples can mislead; unsuitable for unevenly distributed
population;

(f) Experimentation
This refers to conducting tests or investigations to provide evidence for or against a theory.
Advantages: accurate when properly conducted; firsthand information is conducted; can
lead to further discoveries
Disadvantages: time consuming; expensive; defective instruments may lead to inaccurate
results; improper handling of equipment may lead to accidents

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g)Content analysis/Secondary analysis
This involves a researcher gathering secondary data by examining previous research work.
e.g. from past publications and official records such as journals, maps, internet and
textbooks.
Advantages: easy to collect data when analyzed info is available; inexpensive when
publications are available; gives access to old information
Disadvantages: the available information could have been biased; data available may be
outdated; data may have been inaccurately collected; the available data may appear in a
format that is not appropriate to the study being taken
Other methods of collecting data include taking photographs and counting.

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