Geography Teachers' Instructional Strategies to Promote Effective Learning (original) (raw)
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The purpose of this study was to investigate teachers' methodological competencies useful for effective advanced level Geography teaching in secondary schools. Specifically, it investigated the contribution of teachers' methodological competencies to students' performance. The focus was on investigating teachers' effectiveness in using stipulated teaching strategies as per syllabus to determine their competences in teaching the geography subject. The specific objectives was to examine the major features of A-level Geography subject syllabus and Geography classroom teaching, to examine teachers' methodological competencies useful in teaching Geography subject at advanced secondary schools, to examine the students performance in advanced level Geography subject for the last four years in the national examinations (2008-2011) and to examine the contribution of teachers' methodological competencies on A-level Geography students' achievement. The study was carried in Iringa District in 2012. The adopted mixed research approach and employed multiple embedded case study research design; because, the nature of the study wanted multiple responses from different contextualized teaching and learning situation. The study involved a total of 52 respondents from three advanced level secondary schools, in which 36 students, 9 advanced level geography teachers, 3 heads of schools were sampled. Two officials from the NECTA and two officials from TIE were also sampled. Probability sampling with simple random selection of students was employed. A-level geography teachers, head of schools and officials from both TIE and NECTA were sampled purposively because of the uniqueness of the information required from them. Primary information of this study was gathered using Observation, interviews and semi-structured questionnaires. Documentary review was used to gather secondary data inscribed in different school documents. Data were analysed using both content analysis and descriptive statistical techniques. The Statistical Package for the Social Sciences (SPSS-Version 16.0) and Microsoft Excel 2007 were used in analysing descriptive data. The findings revealed that, A-level geography syllabus have a well stipulated teaching and learning strategies needed to be used by teachers. However, the findings indicated that, teachers were not using effectively the stipulated teaching strategies. It was also revealed that, A-level geography teachers had inadequate pedagogical skills and knowledge implementing participatory teaching methods, instructional planning and time management. In light of these findings, it is recommended that, Colleges and Universities that prepare teachers should review their curricula to strengthen the methodological competences of graduating teachers. Professional in-service training programmes should be encouraged to complement pre-service training.
A STUDY OF EXISTING TEACHING STRATEGY FOR GEOGRAPHY SUBJECTAT SECONDARY SCHOOL IN SATARA TALUKA
EDUOREATOR RESEARCH JOURNAL, 2021
The purpose of this article is to identify the different tvpes of teaching strategies implemented in secondary school geography lessons in Satara taluka. A questionnaire survey was prepared and distributed among the geography teachers who were teaching geography subject for Std. IX. Forty-two teachers responded to the all the questioms, which were asked in the questionnaire survey. The Percentage statistical techniques was uSedfor the analyses and interpretation. As found in the study, very few teachers implement diferent teaching strategies for teaching geography subject for IX Std. in their geography lessons. Seventy seven percent of the teachers who responded to the questionnaire did not conduct any field visit activity in geography subject while Twenty three of them implemented an in-schoolfield visit activity at least once a week in an educational year. As the study revealed, geography teachers in Satara taluka started using traditional methods inctuding class discussion, asking and answering questions and using domination the classrooms. The study shows that there is scope of activity-based teaching learning at secondary school for geography lessons. However its success will depend on how much teachers will adapt themselves to the new developments and how they uses activity based teaching strategies for the Geography subject. Key Words-Teaching Strategy. Geography, Secondary School.
Determining Methods used in Teaching Geography in Secondary Schools in Rongo District, Kenya
This article dealt with methods of teaching Geography in Kenya but also the world over. The importance of Geography in secondary school curriculum cannot be overemphasized. Improving the performance of Geography education is a great societal need in Kenya not only for industrialization of the country as contained in the vision 2030 but also for ensuring food security in the country through practices like land reclamation and irrigation farming The objective of this article was; to find out the teaching methods used by various Geography teachers in secondary schools in Rongo district. The research question was: Which are the teaching methods used by secondary school Geography teachers in Rongo district? This study was guided by the B.F Skinner's (1971) theory of Operant Conditioning which states that learning is based on consequences-reward. The respondent's behaviour (R) is under the control of stimulus (S). It is therefore a process through which organisms learn to repeat behaviour that yields positive outcomes. The study adopted the descriptive survey design and targeted students taking Geography in the district. Female students were 302 while male students were 704 in secondary schools in Rongo District, Kenya. The study sample consisted of 308 students and 11 Geography teachers drawn from 11 secondary schools in Rongo district. The eleven schools is equivalent to thirty two per cent of secondary schools in Rongo district, which is considered statistically representative enough. Stratified random sampling was used to choose the schools to be included in the sample by using divisions as units of study. In order to identify the schools to be used from each division, simple random sampling was used. Purposive sampling was used to ensure that there is gender equity. The researcher used a questionnaire, observation and document content analysis as the main instruments for data collection. Data was collected using closed and open ended questionnaires. The questionnaires were pre-tested by being administered to 30 respondents from two schools which were not included in the study. The scores obtained from the first and second tests were 0.76 and 0.77 respectively. The descriptive statistics including percentages mean and frequency tables were used to analyse the data. Data was also analysed using the Statistical Package for Social Sciences (SPSS) version 15.0 computer programme. The results of the study indicated that the use of question and answer method by teachers is at 85.3% while students' preference for it is at 48%. The use of
Geography Teachers’ Views on Effective Geography Teaching
2017
Geography teaching is fulfilled within the frame of a specific curriculum and in order to achieve some acquirements in Turkey. Though there are course books prepared in accordance with the curriculum and activities in order to achieve the acquirements in geography teaching, they are geography teachers who will coordinate and fulfill the curriculum and achieve the terminal behavior defined as education. A qualitative method has been used in order to examine the teachers’ effectiveness in geography teaching. In three different types of high school, 19 geography teachers were interviewed using a semistructured interview form prepared by the researchers. During the interview, the researchers asked the teachers some questions about their teaching methods, teaching techniques and materials used, skills provided, classroom management, and developments made through in-service training. The data acquired were evaluated through content analysis and some categories were formed. According to th...
Challenges of the Use of Instructional Materials in Teaching Geography in Secondary School
Journal of Geographical Research
Geography is an optional subject in the secondary schools in Nepal. This study examines the challenges of using instructional materials in the teaching of geography in community secondary schools in Kathmandu district of Bagmati Province. Eight geography teachers were selected on the basis of purposive sampling out of community schools offering geography as an optional subject. The semi structured interview method are used for data collection. The interviews are recorded on an audio recorder and then after transcribed. The data were categorized from the raw data and tables were constructed with frequency. After collecting data, analysis of the data acquired was made through the interpretative method. The results reveals that the challenges of using instructional materials are non-availability of materials, laziness of the teachers, lack of skill and strategies, financial constraint, lack of appropriate materials in textbook, time constraint, lack of support from authority, lack of g...
Journal of Education, NCERT, 2020
Geography is one of the core school subjects in India. As a school subject, it has also gained its due place in the Secondary School Leaving Certificate (SSLC) syllabus, Meghalaya. There is a general notion that geography is a tough subject in the social sciences. This notion may exist due to several related factors that hamper geography learning in schools. In this connection, the present study was undertaken to explore the students' interests and learning difficulty in geography and to analyse the methods employed by teachers to teach geography. In this study, a qualitative research design was used and a self-developed semi-structured questionnaire was employed to collect data from fifty-seven secondary school students and twelve teachers in the South West Khasi Hills district of Meghalaya. The analysis was completed based on frequency, percentage, and content analysis. The findings showed that the majority of students (N=42, 73.68%) had an interest in geography. However, a significant proportion of the students (N=15, 26.32%) did not like the subject. Furthermore, the study rendered the grounds of students' interest and disinterest in the subject. Besides, different areas related to students' learning difficulty were identified. For better off, the study urged teachers to use innovative and ICT integrated methods and teaching aids in the classroom. Teachers' training and content mastery for teachers was emphasised as essential criteria for effective and interesting teaching at school levels.
Teaching approaches in geography curriculum in lower secondary education
International Conference. Albanian University, Universita’ di Roma “La Sapienza”, Ningbo . Dahongying University. Tiranë, 9 December, 2016. ISSN:2520-0399.
The aim of the study is to research teaching approaches in geography curriculum in lower secondary education, and teachers' perception about the efective teaching approaches. Research questions include: (1) What are teachers'perceptions on importance of selected teaching approach in their teaching, (2) Are there significant statistical relationships among teaching experience and teaching approach variables? (3) Is there any influence of teaching experience independent variable on teaching approach dependet variable? Research hypothesis include: (1) There are significant statistical relationships among teaching experience and teaching approach. (2) Teaching experience independent variable influences teaching approach dependent variable. The methodology used in the study is based on a quantitative approach and supported by qualitative approach. The instruments used in the study include: (1) format for review of official documentation, (2) structured questionnaire, (3) interview. The sample consists of: (1) geography curriculum teachers respondents (n= 91), (2) principals (n= 23). Some of of the main conclusions include: (1) Differences among the geography in Albania and in European countries curriculums are evident not only in the subject itself but also in the different key stages of education. (2) 27.5% of teachers use in high level teacher centered teaching approach. (4) 87% of teachers use in high level student centered teaching approach. (3) There is a low negative correlation among experience independent variable and teacher centered teaching dependent variable. (4) 2.1% of variance on teacher centered teaching dependent variable is been predicted by experience independent variable. (5) There is a low positive correlation among experience independent variable and student centered teaching dependent variable. (6) 11.2% of variance on student centered teaching dependent variable is been predicted by experience independent variable.
Teacher's Pedagogic Competence in Implementing the Scientific Approach in Learning Geography
Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019), 2019
The main factors that determine the quality of education are teachers. The teacher is at the forefront of creating quality human resources. Indonesian education currently emphasizes the scientific approach. In essence, the approach scientific directs students to formulate problems. In addition, students are trained to think analytically, namely students are taught to make decisions, not just listen to and memorize subject matter only. Learning activities with the scientific approach will work well if the teacher understands what the scientific approach is. Teachers in geography learning must be able to guide students in carrying out the learning process with a good scientific approach. Geography learning is directed at inviting students to find out and act so as to help students gain a deeper understanding of the environment. Geography learning involves students in investigations with teacher guidance so students can build new knowledge or complete the knowledge they already have. the ability and knowledge of the teacher in utilizing and optimizing information on the scientific approach, both information through the internet, socialization, is influenced by several factors, namely education level, scientific background, teaching duration and burden, participation in training, mastery of methods and media, intensity of reading, and teacher's work ethic. These factors provide a significant influence on the teacher's understanding of the specific approach.
Geography teachers' attitude and practice in secondary schools in Venda
1994
Since the 1960s the discipline of geography has changed its emphasis from the descriptive and scientific approach to a holistic one. The subject now emphasizes the understanding of concepts, the development of skills, and the clarification of values and attitudes. These changes have necessitated a change in teaching methodologies. This study considers teaching methodologies and the mechanisms. which underpin teaching/learning interactions as an important means of improving geography education in the classroom. The study describes how the Flanders' Interaction Analysis Categories model can be used as an action research tool. The research suggests that Flanders' Interaction Analysis can be used as a diagnostic tool to influence teaching styles to become more interactive in reality. The study establishes the perceived and actual teaching styles used by geography teachers in Venda. The results of the study reflect the disparities between perceived and the actual teaching styles. The study recommends that secondary school geography teachers should be encouraged to undertake action research as a way of reflecting on their teaching style. Teacher training institutions and inservice training centres should offer • courses on how to introduce and administer interactive teaching styles.
Goodwood Publication, 2021
were sampled. Research methodology: 423 questionnaires were administered to respondents. Descriptive statistics and inferential statistics using SPSS version 23 were used to analyze the data. Results: The results revealed that the demonstration method of teaching was the most used by teachers ahead of others (44.6%). The results also revealed that 28.3% of the students who responded say they did not know the teachers' actual method in teaching them. Limitations: The study used not only Geography teachers as respondents, but also other subjects related to Geography. Additionally, the study covered only Zaria Local Government Secondary Schools. It can be done with only Geography teachers' respondents in a larger scope like a state or even a country. Contribution: The study will help the Ministry of Education responsible for secondary education and all stakeholders to understand the reality of state of Secondary Education in the study area to address the problems. Additionally, the study can be replicated in other study areas with similar characteristics.