Challenges of the Use of Instructional Materials in Teaching Geography in Secondary School (original) (raw)
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Challenges of the Use of Instructional Materials in Geography Classroom in Secondary School: Nepal
Journal of Geographical Research, 2020
Geography is an optional subject in the secondary schools in Nepal.This paper is an attempt to examine the challenges of using instructional materials in the geography classroom in community secondary schools in Kathmandu district of Bagmati Province. Geography teachers were selected by purposive sampling offering geography as an optional subject in secondary school. The semi structured interview method was used for data collection. The interviews were recorded on an audio recorder and transcribed. After collecting data, analysis of the data was made through theinterpretations of the raw data by interpretative method. The results reveal that the challenges of using 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 geography resource room etc. The remedies of the challenges of using materials are the organizing of t...
Availability and Utilization of Instructional Materials in Teaching Geography in Secondary Schools
The Third Pole: Journal of Geography Education
This study examines the availability and utilization of instructional materials in geography teaching in community secondary schools in Kathmandu district. There are altogether sixteen community secondary schools offering geography as an optional subject. Out of sixteen secondary schools offering geography as an optional subject eight schools are selected for the study on the basis of random sampling. The sample for this study comprised of one hundred seventy four students from selected secondary schools. The survey and observation are used for primary data collection. The data are analyzed using percentage. The results reveal that printed and graphic instructional materials for teaching geography in secondary schools are available and their utilization is of high extent while audio, visual and audio-visual instructional materials for teaching geography are not available sufficiently and they are used less often in the classrooms for teaching geography. The local materials are rarel...
Teaching Geography in Secondary School: Teachers Perceptions and Experiences
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Geography has the feature of being a science by examining the relationship of human and nature. Geography occupies very important role in school education. In secondary level education within Nepal there is a provision of selection of geography as an optional subject. This paper examines the perception and experiences about geography as an academic discipline from the teacher of secondary levels. Qualitative research method is used in this study and the semi structured interview method is applied. A semi structured interview guideline is applied for the participant in this study. Data are categorized into seven different groups and the analysis is carried out through the interpretations. The Research findings are discussed in relation to the theme and some recommendations have been given. This article provides useful information on the topic of perceptions and experiences of geography teachers on geography teaching in secondary school of Nepal.
Paraxis on Geography Education in Nepal
The Third Pole: Journal of Geography Education, 2021
This paper attempts to analyze the paradoxical view on geography education in Nepal. Praxis interplays the relationships between theory and practice-reflection in action in any academic discipline, like geography education. Geography education demonstrates the strategic linkages of content and pedagogy in teaching and research activities. Even now, geography occupies an important place not only in schools but also in university curricula. However, the easier it is to define geography, the harder it is to define geography education. Butt (2011) includes both parameters of geography (as a discipline) and education (as an activity) in the definition of geography education. This paper fulfills the objectives through systematic reviews of appropriate literature related to geography education. For this purpose, 50 documents were searched from different sources, such as Google, abstracts, keywords, and books. Only 15 papers and books were selected that gave pace to theories, methods, and p...
Abstract The study examined the Uses of Instructional Materials in teaching Senior Secondary School Geography in Kano Metropolis. In the course of the study, a Survey Research Design was adopted using Questionnaire as the instrument for data collection. The population of the study is made up of 305 Geography Teachers, 107,238 Students and 171 Senior Secondary Schools in the 8 Local Government Areas that constitute Kano metropolis. Out of the population, 5 Local Government Areas, 10 Senior Secondary Schools, 21 Geography Teachers, and 450 Geography students were selected randomly. The collected data were analyzed using frequency distribution tables and simple percentages. As the findings revealed, Visual Materials (85.5%) are the major types of Instructional materials used in teaching Senior Secondary Schools in Kano Metropolis. The study also revealed that Geography Teachers have a “Somewhat-Negative Attitude” towards using Instructional materials in teaching, although the materials were identified to be insufficient. This might be the reason for mass failure in SSCE (WAEC and NECO) Examinations among Geography students in Kano Metropolis. Findings also revealed that Instructional Materials are indispensible tools in ensuring effective teaching and learning of Geography. The study therefore, recommends that Government, NGOs, and other Stakeholders concerned should improve commitments towards the appropriate provision and utilization of the materials.
Trends of Geography Education in Nepal
IJASS JOURNAL, 2022
This study appraises Trends of Geography Education in Nepal by applying library based method. This paper found that Trends of Geography Education, studies interactive relationship between human being and environment is an oldest subject studied globally In the case of Nepal, it is formally applied by Durbar High School first in1834 AD. Later wards, with establishment of School Leaving Certificate board in 1990, geography education became 100 marks 'as a compulsory subject in school education. In the course of curricular practice, National Education System Plan (NESP) re/structured this in to limited 50 marks' compulsory subject in 2028 but NESP revised and implemented curriculum implemented plan 2038. After that geography subject was included in compulsory social studies subject. Accordingly, National Education Curricula, 2049 and Secondary Education Curriculum (SEC) 2076 also included geography subject in social studies and optional subject. Presently SEC has developed two streams (i.e general & vocational) curriculum at secondary level. Despite tremendous importance of geography subject in school curricula, un/knowingly the school education system has been giving remarkably poor importance in school curricula of Nepal. The number of students interested in geography subjects is decreasing annually thus suggested to re/structure geography education according to changing time contexts. Better to include geography subject by local governments having different geographic features and suggested to offer Geographical Information System (GIS) program in school level for mounting its popularity in this modern technological era.
Journal of Education and Learning, 2015
The aim of this study was to analyze the geography text book for: (1) identify and describe the errors in the organization of geography textbooks, and (2) identify and describe the content of the textbook standard errors of geography. The text book is currently being used by teachers of Senior High School in East Java. To analyze the contents of the textbook errors using indicators blend of organizing textbook of Beck and McKeown and content standard textbooks of National Education Standards Agency of the Republic of Indonesia. Data collected by survey techniques against various geography text books used by teachers in Malang, East Java Province. The results showed that the errors found in the textbook Geography: first, errors in organizing textbook includes: (1) aside that overwhelm the purpose amounted of 28.69%, (2) inagequate examples and comparisons amounted of 30.65%, (3) poorly odered components of an explanation of 22.85% and, (4) inadequate explanation of 17:35%. Second, the standard error of the contents of the textbook includes: (1) exposure draft of 54.80%, (2) exposure of the facts of 57.10%, (3) exposure generalization of 28.60%, (4) the use of language of 21.40%, and (5) the effective functioning media amounted of 59.50%. Found media functionality in geography text book shows the worst, which is equal of 59.50. It would be bad for the implementation of the national curriculum in 2013 that is currently being used by teachers. Describing the content of bad geography textbooks in the exposure draft (error of 54.80%) and the fact (error of 57.10%) will result in a weak student mastery of concepts and facts in learning geography material at the Senior High School.
Geography Teachers' Instructional Strategies to Promote Effective Learning
Manajemen Pendidikan
Instructional strategies hold an important role in teaching and learning, therefore knowing teachers’ instructional startegies is important to make recommendation of how teachers should be trained. This study aimed to know the geography teachers’ instructional strategies for effective learning and the problem to achieve it based on gender. The subject of this study was all geography teachers in Surakarta. The collecting data method was using a questionnaire. The result showed that the geography teacher suggested that effective learning in geography could be work when the students were given the information about the objective of the instruction and made them involved in the instructional planning and materials modification, it was also recommended that students had the choices about the task or assignment and that they had open access to update information in various subject. The main problem to applied independent learning was classroom size, time allocated, access to information, ...
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.
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