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Mohsin et al., 2019. 18: 19-28. J Environ Agric Sci (ISSN: 2313-8629)
1Department of Geography, Government Degree College (Boys), Choti Zareen, D.G. Khan, Pakistan. 2Department of Geography, Government Degree College for
Women, D.M.R., Bahawalpur, Pakistan. 3Department of Geography, The Islamia University, Bahawalpur, Pakistan.
(19)
Journal of Environmental & Agricultural Sciences (JEAS). Volume 18
Selection and Studying of Geography as a
Masters Subject in Bahawalpur, Pakistan:
Students Perceptions and Prospects
Muhammad Mohsin1, Samira Safdar2, Asad Ali Khan3
Edited by:
Rab Nawaz,
The University of Lahore,
Lahore, Pakistan
Reviewed by:
Omar Riaz,
University of Sargodha,
Sargodha, Pakistan
Muhammad Dawood,
B.Z. University, Multan,
Pakistan
Received
November 13, 2018
Accepted
January 12, 2019
Published Online
March 28, 2019
Abstract: Geography invites us to comprehensively participate in the excitement, enjoyment and
meet the challenges of this dynamic globe. The present study was conducted in two higher
institutes of Bahawalpur, Pakistan namely The Islamia University, Bahawalpur (IUB) and
Government Sadiq Egerton College (GSEC), Bahawalpur, where geography is being offered at
masters’ level. The main objectives of the study were, to find out the students perceptions about
selecting of geography as masters subject, to get the opinion of masters students relating to
subject’s scope and applications and to draw useful suggestions for the improvement of the
subject in Pakistan in future. For this, data were collected through a structured questionnaire
survey using quota sampling during the month of March 2017. The number of students was high
in the Geography Department (IUB) than in the GSEC. Therefore, 90 enrolled students (both male
and female) were selected as samples, wherein 67 students were from the Geography Department
(IUB) and 23 students from GSEC. The collected data was arranged, tabulated and analyzed by
applying descriptive statistics and chi-square test using MS Excel and SPSS 20.0 software.
Results demonstrated that geography has gained increasing importance and adoption as maters
subject. Students have developed self-interest in the discipline and were recorded deep affiliations
in human geography and applied fields like remote sensing (RS) and geographic information
system (GIS). Respondents argued that geography has a wide area of applications and the future
of geography is bright in Pakistan. Chi-square results also verified the students’ perceptions and
views about the discipline’s scope and applications. Based on collected data few suggestions were
made to make the discipline more effective, applicable and innovative i.e. geography should be
recognized as a science subject, the syllabus at intermediate and degree levels should be modified
and updated, the vacant posts of geography teachers should be filled. Geospatial branches of the
discipline like RS and GIS should be emphasized.
Keywords: Higher education, earth science, geography scope, RS, GIS.
*Corresponding author: Muhammad Mohsin: mohsinshahzad10@yahoo.com
Cite this article as: Mohsin, M., S. Safdar and A.A. Khan. 2019. Selection and studying of geography as a masters
subject in Bahawalpur, Pakistan: Students perceptions and prospects. Journal of Environmental & Agricultural
Sciences. 18:19-28.
Copyright © Mohsin et al., 2019
This is an open access article distributed under the terms of the Creative Commons
Attribution License, which permits unrestricted use, distribution, and reproduction in
any medium provided the original author and source are properly cited and credited.
1. Introduction
Being to play a central role in the current
educational systems throughout the world, geography
is increasingly become important to address the
present day environmental, social, economic and
related challenges. Therefore it is a vital subject
resource with global importance for citizens, students,
and academia. Geography is gaining more attention in
the present world, comparable with the other
disciplines of science (Özgen, 2013). Inclusion of
geography in the curriculum, enrich students with the
necessary knowledge and communications skills
required in most of the academic disciplines and are
of increasing value in the evolving world economy
(Graves, 2003). Therefore the focus of geographic
education is trust on problem-solving and inquiry-
based learning, modeling and fieldworks which are
greatly helping students to get practical knowledge
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and a keen interest in practices of environmental
management (Tilbury, 2003). Being spatial analysts
of the discipline’s integrative form, geographers can
establish cognitive community partnerships among
higher educational institutes (Klein et al., 2011).
Geography is considered as an incorporating
discipline that connects natural, social and economic
sciences and its distinctive dimensions of place, space,
and scale (McKeown and Hopkins, 2007).
Consequently morphological features have the main
role in geographic research (Andronache and
Ciobotaru, 2014). Geography helps to inquire and
think critically and creatively about different views,
impressions and relating complexities of places and
hence the discipline is studied through inquiry. It is
also found that the discipline of geography exposes
an analogous way to support and integrate decision
making, activism, participated capacity building and
community development through clusters of research
and volunteering way (Brewer, 2013; Spalding, 2013).
Moreover, fieldwork and outdoor activities are
essential to geography. Generally subject helps to
develop significant elements of the skills frame with a
firm emphasis on utilization of maps and visual
images as well as new geospatial technologies
including geographic information system (GIS) and
remote sensing (RS). In many ways, emerging
technologies and related developments in discipline
geography offered new exciting opportunities that
must be grasped and carried on to move ahead (Nellis,
2005). These transferable geographical skills help to
equip people for effective and applicable lifelong
learning and experiences.
However, in spite of all these positions and
growth, it is also apparent that the desired standards
have not been accomplished in geography education.
One of the most primary reasons for less-effective use
of geography in many areas of the present world is
the inadequacy of geography education (Geçit, 2010).
Similarly, the teaching and studying of geography in
Pakistan at a higher level remain the topic of
discussion since a long period of time. Though, it is
passing through progressive stages in many parts of
the world but still search identity and proper
recognition in Pakistan (Fatima et al., 2015). The
scope and choice of the discipline particularly at
masters level are been debated and students and even
teachers at a higher level are not very much clear
about the strength and value of the subject. Presently,
twenty-two higher institutes (universities and post-
graduate colleges) offering master’s degree of two
years in the subject of geography (Eduvision, 2018).
Normally, it is thought that the discipline hasn’t wide
applications as compared to the pure science or
market-oriented subjects and that is why it is
considered a much difficult task to gain a reasonable
job after completion of the degree. Similar views
have been heard from enrolled students and passed
out students about the discipline. Are all these views
or speculations are true and discipline geography
hasn’t a wide array of applications particularly in the
employment sector and thus losing the relative
significance? To search out the possible answer of
this critical question and existing position of
discipline among students of geography, the current
study was conducted in Bahawalpur City to draw a
clear picture of students’ views and prospects about
selection and studying the subject of geography at
master’s level. In this regard, the main objectives of
the study were to find out the students perceptions
about selecting of geography as masters subject, to
get opinion of the students of Master of Science
(M.Sc.) in Geography relating to the subject’s scope
and applications and to draw useful suggestions for
the improvement of subject in Pakistan in future in
the light of students views.
2. Materials and Methods
2.1. Topic and area selection
Geography being as an academic discipline helps
the students to learn the value of the environment and
appreciate. The topic of current research is little
worked previously in Pakistan nevertheless the
students’ and academics perceptions and speculations
that have been listened for a long time. Moreover, the
importance and application of geography in different
fields of life had been the area of interest for
researchers. Therefore, it is desperately needed to
unveil and explore the recent trends, choices,
utilization, and perceptions of students who are
studying geography at the master’s level. This study
does not only highlight the thoughts and views of
geography students but also proves helpful to bring
improvements and innovations in the subject and thus
make this subject more acceptable and practical
among modern sciences. The study was conducted in
Bahawalpur City, famous as an educational city in the
southern part of Punjab province by selecting two
renowned educational institutes namely, The Islamia
University, Bahawalpur (IUB) and Government Sadiq
Egerton College (GSEC), Bahawalpur, Pakistan.
2.2. Data collection
Current research mainly focused on primary data
that was collected in a field survey through personal
investigation and a structured questionnaire. The
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survey was conducted in March 2017 to visit both
institutes. Total of 90 students (male and female)
were chosen as samples randomly for a questionnaire
survey and were interviewed to collect the required
data. Although, subject geography is equally
important and popular in male and female students of
various levels (secondary to post-graduate) (Fatima,
2016). However, it is observed that the ratio of female
enrolled students was considerably high than male
students in both institutes. Hence, due to a large
number of students (both male and female) in
university than in GSEC, the quota sampling was
used based on the students’ ratio. Therefore, 67 (75%)
enrolled students (45 female and 22 male) were
selected from the Department of Geography, IUB and
23 (25%) students were selected from the Department
of Geography, GSEC from previous and final years
respectively. Besides, selected literature on the
discipline was reviewed and necessary secondary data
about students’ strength was obtained from the offices
of concerned departments of both institutes.
2.3. Data processing and analysis
The collected data was required to be classified
and categorized. Therefore, different computer
operations (coding, tabulation, etc.) were carried out
to convert the data into a comprehensive form by
applying software like MS Word, MS Excel. After
that, data were analyzed by using SPSS 20.0 software
through the application of two techniques. First,
descriptive statistics (frequency and percentage) was
used to overview the main trends and second chi-
square technique was applied to test the significance
of students views and prospects about the subject’s
selection and its scope. To meet the objectives of
study, first focus was given on the perceptions and
choices of students in order to select geography as
masters subject, second their opinions about the
subject’s scope and its applications and third the
useful suggestions were drawn to bring positive
improvements in the subject in Pakistan and future
expectations of students from the subject.
3. Results and Discussion
Importance of the knowledge of geography makes
this subject an intimate choice of a vast number of
undergraduate students. Geography offers synergetic
possibilities to transformative learning experiences
and geographical and cultural scales also influence
the attainment of educational and administrative goals
in higher education (Conway-Gómez et al., 2011;
Norgard and Skodvin, 2002). In higher education, the
enrollments of geography students’ increasing
amazingly over time i.e. in the USA between 1985-86
to 1994-95, the number of bachelor’s degrees
awarded in the discipline of geography was enhanced
from 3,056 to 4,295 (Murphy, 1998). Similarly, the
scenario is shifting with increasing enrolments of
students in many Pakistani higher education institutes
(universities and colleges) where discipline
geography is being taught.
Table 1. Number of enrolled students in M.Sc.
Geography at IUB in past 10 years
Session
No. of enrolled students
2005-2007
37
2006-2008
56
2007-2009
53
2008-2010
49
2009-2011 (M&E)
72
2010-2012 (M&E)
82
2011-2013 (M&E)
68
2012-2014
2013-2015
2014-2016
49
44
42
Source: Department of Geography, IUB (2017). M,
Morning; E, Evening.
Currently, geography has been taught in two
institutions in Bahawalpur City (e.g. IUB and GSEC)
at the master’s level. In IUB, the Department of
Geography was established in 1986 and providing
facilities in the major branches of physical, human
and applied geography. The Department of
Geography (IUB) has produced many graduates, who
are playing a pivotal role in regional and social
planning as well as decision and policy making of the
country. Presently the Department is offering M. Sc.
(morning & evening) and M. Phil. (Master of
Philosophy) Geography programmes including new
diploma courses in GIS and RS. Details of students
enrolled in the Department of Geography, IUB from
2005-2017 are given in Table 1. Data shows
significant interannual variations in students’
enrolment. As Department encouraged a maximum
number of students for admission. Therefore, the year
2010-12 was apex when 82 students were enrolled in
Department of Geography (IUB) in both morning and
evening classes to study geography at masters level
(M.Sc.) while rest of the years are shown slight ups
and downs in students’ enrolments.
Table 2. Number of enrolled students in M.Sc.
Geography at Govt. S.E. College in past six years
Session
No. of enrolled students
2009-11
04
2010-12
13
2011-13
11
2012-14
15
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2013-15
2015-17
13
15
Source: Department of Geography, Govt. S.E. College
(2017)
Table 3. Reasons for selection of geography as
Masters Subject
Reasons
%age
Low merit in B.A/B.SC
11.2
Self-interest
65.3
For job
15.3
No idea
8.2
Source: Field survey (2017)
In GSEC, M.Sc. Geography degree program was
introduced in 2009 and many students who cannot
afford university expenses and didn’t fulfill
admission criteria, in universities, preferred to study
geography in the GSEC under the annual examination
system. Table 2 showed that student enrolments
increased gradually since 2009. However, the
students’ numbers are comparatively less than
university perhaps due to better availability of
teaching sources, structure and laboratory facilities.
3.1. Reasons behind the selection of geography as
Master’s subject
Present era considered the age of competition
when with every coming day, new disciplines and
subjects are being introduced and competition for
jobs is more than ever in the past. Here does a
question arise that which perception enforce the
students to study geography at the master’s level?
The students’ perceptions about the geography of
various academic levels have been researched in
different parts of the world but in Pakistan, it has not
been inquired satisfactorily (Fatima, 2016).
Table 3 portrays that majority of the students
(65.3%) have claimed to choose this subject because
of self-interest and 15.3% students have select this
subject as they perceived to get a job easily after
doing Masters in this subject. About 11.2% of
students admitted without any hesitation that because
of low merit in B.A and B.Sc. they did not get
admission in their desired subject, so they choose this
subject as the last resort. Whereas, 8.2% of students
had no clear idea about the selection of the subject at
the masters level. It is a fact that many students
holding B.A. and B. Sc/ (Under-graduation) degrees
looked confused and divergent to choose the subject
at the master’s level. It is found that the choice of the
subject like geography on the secondary level and
higher is mainly based on students’ perceptions
regarding their understanding (Adey and Biddulph,
2001). Among a few of them choose this subject with
the advice of their elders, relatives, and friends.
Furthermore, the higher qualification in geography
can also be useful to take the general community
issues and unfairness (Klein et al., 2011).
3.2. Study of geography at intermediate and
undergraduate levels
It is perceived that students who had studied
geography at intermediate or Faculty of Arts (F.A.)
and undergraduate or degree (B.A./B.Sc.) level has
stronger subject base than students who attempt this
subject for the very first time at master’s level. First
ones are comparatively much clearer about the basic
concepts and much sensible while choosing this
subject at the master’s level. On the other hand,
students who study this subject for the first time face
many difficulties in understanding the basic concepts
and have no solid base. Fortunately, from last few
years, geography now placed as a distinct separate
subject from social studies and being taught from
grade VI to grade VIII as a compulsory subject,
while, in grade IX and grade X as an optional one.
Results show that 6.1% of students have never
studied geography before the master’s level. These
were the students who were studying geography with
the perception of “no idea”. Majority of the students
(50%) have studied geography earlier in
undergraduate level and self-interest had developed
so that they liked to choose this subject at master’s
level in comparison to many other science and arts
subjects. One of the strong facts about this deficient
gap is that geography is treating as an optional/
elective subject at intermediate and degree level in
Pakistan. In addition, certain limitations and factors in
higher institutes (colleges) are responsible that
stagnant the subject’s promotion at intermediate and
degree level i.e. lack of facilities (labs, equipments,
maps, attendants), unavailability of teachers due to
vacant posts, irrational subject matter, lack of
guidance and proper teaching practices and others
(Fatima et al., 2015). About 42.9% of students took
this subject from intermediate to master’s level. Only
1% of students have studied geography at the
intermediate level then changed their subject at
degree level, and then finally chooses geography as
master’s subject.
3.3. Family encouragement
Family encouragement always pushes up the
students and boosts up the confidence of students and
affects students’ academic performance positively. It
also influenced the students’ achievements and their
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mental and physical status. This is because of many
components of environmental literacy (e.g. perception,
behavior, cognitive skills, etc.) are included in the
secondary education geography course books, to
enhance the students’ mental and observational
abilities (Koc, 2013).
Table 4. Family encouragement to study geography
Response
%age
Self-interest
60.2
Yes
19.4
No
20.4
Source: Field survey (2017)
Table 4 depicts that 60.2% of students were
studying geography at master’s level because of their
self-interest. Their families were neutral about their
choice of subject. It is also explored that geography is
sensed to be very informative and important for male
and female students at different levels (Fatima, 2016).
About 19.4% had full family support and
encouragement for their selection of subject at the
master’s level. It is found that the parental
educational level, beliefs, attitudes and actions
fostering students motivation effectively (Usher and
Kober, 2012). Whereas 20.4% of students had gained
no family encouragement and support in their
selection of subject at master’s level perhaps due to
the less awareness and illiteracy.
3.4. Confidence to get a job
Geography builds-up the knowledge of various
environments all over the world with comprehension
of maps and a wide range of fact-finding and
problem-solving expertise both inside and outside the
classroom. As such, it prepares pupils for practical
life and employment effectively. Yet it assumed that
the geography graduates are not fortunate to get a job
timely and easily.
Results show that 87.8% of students were fully
confident that they would get a job easily after the
completion of the master’s degree (Table 5).
Moreover, it is also beneficial for geography, earth
science and environmental science (GEES) graduates
to identify and take advantage of enterprising chances
i.e. start their own business (Maguire and Guyer,
2004).
Table 5. Confidence about the job
Response
%age
Yes
87.8
No
12.2
Source: Field survey (2017)
Table 6. Field of interest to join
Fields
%age
Teaching
59.2
Administration
22.4
Management
14.3
Consolation
4.1
Source: Field survey (2017).
However, 12.2% were not hopeful about the job
after the completion of their study. Majority of the
hopeless students were of those who study this
subject as they have no other option or those who
study this subject for the first time. Unfortunately, in
Pakistan, geography has yet not attained its place so
far as it’s deserved due to various obstacles from less
interest by government authorities to deficient
resources, lack of research, lack of modern teaching
techniques, fewer employment opportunities and
outdated and unbalanced curriculum (Fatima et al.,
2015).
3.5. Field of interest
Students who study geography have developed
different fields of interest to engage after the
completion of a master’s degree. As a study of
geography helps in every field of life in various ways,
so students have many fields to join after having more
perfection in that particular field.
Results show that 59.2% of students especially
girls were more interested in the field of teaching
(Table 6). It is suggested that the traditional interests
of geography learner still exist in categories such as
teaching methods and teacher preparation (Stoltman,
2012). Un-doubtfully, in Pakistan, the teaching is the
more preferable job of many geography graduates
after masters. But more importantly, the recruited
geography teachers should be served as “role models”
for their students (Aderogba, 2012a). In this sense, as
far as the role of geography teachers concerned, it
can’t be neglected as they are most capable to
motivate and convince students about the wide
spectrum of geography applications in the real world.
Therefore, the role of teachers is more radical
regarding their attitudes towards their students in
nurturing self-esteem (Ghazi et al., 2014). About 22.4%
of students were interested in administration after
doing Central Superior Services (CSS) and other
professional exams. About 14.3% of students were
interested to work in the management sector followed
by 4.1% in consolation. Nowadays, geography has
concentrated within the curriculum for understanding
and resolving issues about the environment and
sustainable development (Dube, 2014).
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Table 7. The most interesting branch of geography
Branch
%age
Urban Geography
29.2
Economic Geography
26.5
Population Geography
18.3
Others
26.0
Source: Field survey (2017)
Therefore, with changing global trends,
sustainability should be the prime concern of teaching
and learning of geographical education (Fien, 2005).
3.6. Most interesting branch of geography
Although physical and human geography is
perceived as the two main branches of geography yet
it is a highly diversified discipline having a variety of
sub-branches of various aspects of life. In Pakistan,
various branches of geography taught at master’s
level focusing on providing the foundations of themes
such as cartography, urban and rural landscapes,
population, settlements, urbanization, social planning,
transport, and natural and historic environments.
Feedback of the most interesting branches of
geography could be greatly helpful to modify and
design the syllabus at a higher level by introducing
the applicable branches according to recent market
trends. It also aids to bring innovation in that subject
to make it more realistic and interesting for students.
Table 7 clears that human geography, one of the
major branches of geography, was the most
interesting branch of geography among the students
and three top favorite branches among the students
belonged to human geography. Among these,
economic geography was the leading branch with a
26.5% interest of students. About 16.3% of students
were shown interest in population geography while
11.2% of students considered urban geography as an
interesting or favorite branch. Other 26% of students
were interested in miscellaneous branches of
geography including RS, GIS, environmental
geography, regional geography, etc. In addition, the
Higher Education Commission (HEC) of Pakistan has
established a body of experts named National
Curriculum Revision Committee (NCRC) who held
an annual meeting to the up-gradation of the subject.
NCRC has formulated a balanced curriculum for
post-graduate (M.Sc. and M.Phil.) degree programs
(Fatima et al., 2015).
3.7. Importance of RS and GIS
Computer-based geospatial information systems
can help geographers to accelerate research,
scholarship, and teaching and to enhance geography’s
place within the higher institute like a university or
college (Richardson and Solis, 2004). Geospatial
technology is one of the emerging areas of modern
geographical sciences. It includes Remote Sensing
(RS), Geographic Information System (GIS), Global
Positioning System (GPS) and modern mobile
devices (Roy, 2014). RS is the technique to measure
the object from a distance without a direct contact
while computerized mapping and data analysis in the
geographical environment is known as GIS, new
frontiers in geography. Interpreting geographic or
spatial information is one of the geographer’s tasks.
By creating the ability to analyze phenomena
geographically, RS and GIS allow a better
understanding of the world around us by handling a
wide range of applications i.e. urban traffic
management, municipal services management, fire
and rescue services, weather information, soil
mapping, and product marketing, etc.
Results show that 84.7% of students thought that
perfection in RS and GIS can be helpful in getting a
handsome job (Table 8). But 15.3% of students were
not confident that perfection in these fields can bring
them in the front line in the competition race. About
89.9% of students were interested in fields of RS and
GIS, as they considered these branches as among the
important emerging branches of geography. While
10.2% of students considered RS and GIS as much
technical and difficult subjects and did not show any
interest in these branches. It is evident that geospatial
technologies (e.g. RS and GIS) allow an opportunity
to the use of geography by students both in and
outside the school. Moreover, interest in the
utilization of geospatial technologies is on enlarging,
as are the topics of spatial thinking and sustainable
development (Stoltman, 2016; Stoltman, 2012).
Table 8. Importance of RS and GIS and students
Interest
Importance
%age
Interest
% age
Yes
84.7
Yes
89.8
No
15.3
No
10.2
Source: Field survey (2017)
3.8. Applied geography
By studying geography, students meet various
societies and cultures of the world and recognize the
fact that nations depend on each other (Rawding,
2013). With constantly changing nature, geography
considered an interesting subject and the place of
geography in the whole curriculum can be justified in
terms of the subject’s vast potential as an educational
resource (Lambert, 2004).
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Table 9. Chi-square results of students views about selection and scope of geography
Subject
Self-
interest
Family
encouragement
Students’ job
confidence
Interest in
Teaching as
Importance of
RS & GIS
Bright
future
Application of
geography
Chi-Square
13.333
3.333
13.333
8.533
16.133
8.048
13.762
df
1
1
1
1
1
1
1
Asymp.
Sig.
0.000**
0.068
0.000**
0.003*
0.000**
0.005*
0.000**
* = Significant at 95% level of Confidence ** = Significant at 99% level of Confidence
Geography education is also much important to
foster current global perspectives i.e. development
geography can intensify and significantly contributes
to global citizenship and grow personal expertise
(Klein et al., 2014; Miller, 2013). In this regard, an
interdisciplinary approach allows geographers to
examine issues relating to land and water use for
different purposes.
Results show that 89.9% of students positively
considered geography as a multidisciplinary subject.
Geography, no doubt, is an interdisciplinary science
often overlapping between natural sciences, social
sciences, and humanities (Holloway et al, 2003).
Whereas, 10.2% of students were not looking positive
and hopeful as the role of geography in different
fields is concerned. It is also strongly evident that
students gain substantial experience and knowledge
when they engaged and participate in real problems of
the world beyond the limits of classrooms of their
educational institutes. Hence they achieved the
experiences of quality and effective research having
long term impacts on their future research careers
(Lindsey, 2013; Ryser et al., 2013). Learning
geography and its basic concepts through community
involvement and in informal circumstances such as
field trips, museums, and exhibitions is also
significant (Noor et al., 2016). As geography has
many practical and useful branches, it has a wide area
of applications and dealt with man interaction with
his environment. Geography proves its worth in all
the disciplines of life. Additionally, the study of
geography helps in better planning and making
effective policies of any area.
3.9. Future of geography in Pakistan
Future of any subject can be predicted from the
precepts and thoughts of students regarding that
subject. Particularly at the undergraduate level, the
registration, participation, and performances of
female students to geography education are not
satisfactory (Aderogba, 2012b). In Pakistan,
geography still conceived a minor and less important
subject as compared to other scientific subjects
(Fatima et al., 2015). However, the discipline
geography has gradually been recognizing in
Pakistani higher education yet it needs some effective
steps to be taken by professional leadership for the
emergence of discipline on a scientific basis. In this
regard, the vacant posts of geography teachers
(particularly at intermediate and degree levels)
immensely need to be filled by recruiting talented and
young geography graduates.
Results clear notable fluctuations regarding what
is the future of geography in Pakistan? Before this
question, the ratio of positive and negative aspects
was almost 89:11 in many questions. But about this
question, only 71.4% of students were confident
about the bright future of geography. Considerably,
28.6% of students were not aspirer about the bright
future of geography in Pakistan.
3.10. Application of Chi-Square technique
After finding the views of students about the
geography education, its brief scope and study being
as a discipline the attempt had been made to test the
most convincing factors that motivated and highly
influenced students’ perceptions and their way of to
choose the subject geography at master’s level. In this
regards, chi-square technique applied to compute the
statistical significance of respondents’ views as it
sought the preferable technique to unveil the
significance of prominent factors (or variables)
(McHugh, 2013), about students’ selection the subject
geography and its scope and value. The selected
variables that have been tested are displayed in Table
9. Chi-square results suggest that self interest to study
the subject (p.< .000), students’ confidence about
getting the job (p.< .000), importance of RS and GIS
(p.< .000) and area of application of geography
(p.< .000) were highly significant views of students
about discipline geography and its scope at a 99%
level of confidence. While teaching as a field of
interest (p.< .003) and bright future of geography in
Pakistan (p.< .005) were also significant at 95% level
of confidence.
Whereas family encouragement to opt the subject
was not significant as it is discussed earlier. These
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results proved that students have positive views and
prospects about the selection of geography as a
master’s level subject and they were hopeful with its
scope, future, and area of application in Pakistan
nevertheless the fact that they were not fully
encouraged and pushed by the family members. The
applications and employment chances are numerous
in geography even in Pakistan. Particularly the
emerging geospatial fields (RS and GIS) have a wide
array of jobs opportunities. Geographers are serving
and could be served in many fields i.e. teaching from
primary to post-graduate levels, GIS analyst,
municipal corporations, an urban unit of Punjab, land
survey and department, oil and gas development
authority, water, soil, forest resources conservation
and management, various NGOs and many others.
4. Conclusion
Geography being as a discipline is gaining
increasing importance and acceptance in academia.
The role of geography manifested and is wide
spreading with the invention of geospatial
technologies to monitor, analyze and solve serious
environmental and climatic concerns. The finding of
the present study elucidated that geography is been
introducing as an interesting branch of knowledge
among undergraduates and they choose this subject
on the master’s level. Majority of the students have
studied geography in intermediate and undergraduate
levels and created self-interest for the study of
geography at higher level although they didn’t receive
proper encouragement from family. Students were
confident about getting a job after masters in
geography and most of them desired to select
teaching as a profession. Human geography was the
most preferable branch of students instead of physical
geography, having a keen interest in its branches like
urban, economic and population geography. Vast
numbers of students were affectionate in the
emerging fields of the discipline like RS and GIS and
they were confident that expertise in RS and GIS
professional skills greatly helps them in getting a
handsome job. Majority of the students were argued
that geography has a wide area of applications and the
bright future of geography in Pakistan where the
trend is shifting with the increasing enrolments of
students at mater level. Chi-square results also affirm
these findings strongly.
Besides the importance and practical
implementation of the geography, the role of the
geographers seems improper in our society and
geography is not gaining that place which it deserves.
Although, evolving branches like RS and GIS has
caught the rapid adoptions yet overall progress of the
discipline is lagged behind the expectations
particularly in Pakistan. The academics and
authorities are needed to take various revolutionary
steps to alter the mindset of students and society by
highlighting the discipline importance in the context
of present world environmental challenges and
sustainable management of resources.
5. Suggestions and future research
directions
The study suggested following a few suggestions
to bring betterment in geography as a prime discipline
and blazing its significance and scope. First,
discipline geography should be given due recognition
as a science subject. Second, there is dire need to
modify and update the syllabus at intermediate and
degree levels. Third, provision of concerned teachers,
practical instruments and presence of proper lab
should be mandatory in higher institutes’ particularly
in the private sector and monitored strictly. Fourth,
the vacant posts of geography teachers should be
filled at a higher level and new seats should be
created where they required in government institutes.
Fifth, promotion of the skills in geospatial branches
of the discipline like RS and GIS should be
emphasized. In this context, modern and well-
furnished labs should be established. Sixth, training
and workshops sessions should be arranged for the
teachers of both secondary and higher level for
learning the new skills and innovative trends in the
discipline. Seventh, Teachers at a higher level
(university, college) should try to groom the students’
practical geographical skills and raised their research
potential. Eighth, satisfactorily, geography is been
introduced at primary level in Pakistan but required to
make sure that the subject is being taught by a
geography teacher. As a result, not only the base of
students will be stronger but also employing more
geography graduates will be possible.
In the end it is acknowledged that the current
research would be proven an initiative and will open
new doors in geography as a scientific discipline by
conducting further research in order to affirm its
significance and authoritative place. The discipline
now is not merely the description of places, cities,
mountains, rivers, seas, etc. rather it provokes the
curiosity and inquires nature to search out facts
scientifically. Particularly, its applied fields like RS
and GIS applications, its role in current educational
systems, policy formulation and decision making and
its usefulness to combat contemporary climatic and
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environmental crises need to be realized and
explored.
List of Abbreviations: B.A: Bachelor of Arts; B.Sc:
Bachelor of Science; F.A: Faculty of Arts; CSS:
Central Superior Services; GEES: Geography, Earth
Science and Environmental Science; GIS: Geographic
Information System; GPS: Global Positioning System;
HEC: Higher Education Commission; IUB: The
Islamia University of Bahawalpur; M.Phil: Master of
Philosophy; M.Sc: Master of Science; NCRC:
National Curriculum Revision Committee; NGO:
Non-Governmental Organization; RS: Remote
Sensing; S.E: Sadiq Egerton.
Competing Interest Statement: All the authors
declare that they have no competing interest.
Author’s Contribution: M.M. initiated the idea of
the research, designed the questionnaire, performed
analysis and wrote the whole manuscript; S.S.
conducted the survey and arranged the data; A.A.K.
assessed and supervised throughout the research with
useful suggestions. All authors have discussed the
results and revised manuscript.
Acknowledgments: The authors are thankful to the
students of geography at IUB and GSEC Bahawalpur,
Pakistan, for their voluntary participation for this
study. Contribution of offices from both institutions
for the provision of data (students’ enrolment data) is
acknowledged. Moreover, valuable comments of
anonymous reviewers to improve the first draft of the
manuscript are highly appreciated.
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