Abstract
This study was carried out to examine the relative efficacy of literature in geography education at the secondary school level. Literature in geography was categorized into penned thought, penned pictures and penned diagrams. The three categories were used singly and collectively to assess their impact on geographical learning. As a further extension of the study a smog test was conducted on selected geography textbooks to determine the books index of readability and their suitability for secondary education. A combination of the three categories of literature in geography coupled with the use of simple, monosyllabic words in textual presentation of geographical facts are recommended for the enhancement of efficacy of literature in geography Education.
Get full access to this article
View all access options for this article.