Availability and Use of Visual Teaching and Learning Materials in Teaching Geography at Nassarawa Education Zonal Office (original) (raw)
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Availability and use of visual materials in teaching geography
The availability and use of visual teaching and learning materials’ study was aimed at finding out if there are adequate visual teaching and learning materials for teaching Geography in Minjibir Education Zone, Kano and if these materials have been effectively and judiciously utilised by the teachers to teach geography. The descriptive survey design was selected for this purpose. The population of the study covers all secondary schools in Minjibir Education Zone where a sample of 36 geography teachers both male and female out of the 37 geography teachers in the Zone was drawn. A questionnaire was used for the data collection while the data collected were analysed using the frequency and percentage distribution table. The gathered data shows that visual materials were inadequate for the effective teaching of geography in Minjibir Education Zone and the few available visual materials have not been effectively and judiciously utilised to teach geography. The study has made certain recommendations that important visual materials like barometer, thermometer, rain gauge, wind vane, computers, projectors e.t.c and geography laboratory must be provided for the effective teaching and learning of geography and the government must ensure that seminars and workshops are organised for geography teachers to make them aware of the importance of using visual materials and motivate them towards discharging their duties effectively
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.
project, 2023
ABSTRACT This study investigated impact of audio-visual materials in teaching geography in senior secondary schools in Bauchi South Senatorial District. four objectives, and four research questions were formulated to guide the researchers in the conduct of the research. The study adopted survey descriptive design involved one hundred and forty (40) students for the study. The instruments used for data collection were questionnaire techniques. The major findings of the study indicated that comprehension of students taught Geography using audio-visual materials) was more effective than that of those taught using chalk and talk teaching process. It also showed that demonstration of students taught Geography by using audio-visual aids (video Show) was high than that of using chalk and talk teaching process. It also indicated that cooperation of students taught Geography using audio-visual aids (video show) was more impressive than that of those taught using chalk and talk teaching process. Finally, the researchers recommended that the government should as a matter of urgency provide schools with these audio-visual materials. Furthermore, Geography teachers should be sensitized on how to use the materials to ultimate academic performance.
2014
This study examined the adequacy of geography teaching aids in public secondary schools in Esan West Local Government Area of Edo State, Nigeria. Specifically, five types of aids including maps, charts, pictures, thermometers and models were examined. To achieve this aim, this study examined the types, number, adequacy and problems of geography teaching aids availability as its objectives. The study utilized primary and secondary data sources. Primary data were sourced from ten secondary schools using the questionnaire, interviews and personal observation. A total of seventy four questionnaires were made and distributed among seventy four senior secondary school III students who offered geography subject in the certificate examinations. Also interviews were conducted on the principals and geography teachers of the selected schools. Personal observation was used to identify the types and number of aids available in the schools. A careful analysis data revealed that different types of...
Journal of Specialized and Professional Education, 2018
This is a study on availability and utilization of instructional resources for teaching Geography in senior secondary schools in Osun State in view of delivering quality education as part of goal 4 of the sustainable development goal. Survey design was adopted for the research. The population consisted of all Geography teachers and 545 secondary schools in Osun State. Eighty (80) Geography teachers constituted the sample for the study while 30 schools were selected for observation. Two instruments were used for data collection; Instructional Resources and Strategies Observation Checklist (IRSOC) and Questionnaire on utilization of Instructional Resources (QUIR). Data collected were analyzed using frequency count and percentages. The results showed that instructional resources available in teaching Geography are projector (10%), wet and dry thermometer (26.67%), Geographical Charts (33.33%), chat of weather symbol (33.33%), Globe (73.33%), Topographical map (83.33%), Atlas (93.33%), and Geography textbooks (100%) while Stephenson screen, cup anemometer, tube anemometer, rain gauge, sunshine recorder, wind vane, satellites images, geographical library, geographical garden were not available in secondary schools in Osun state. From the available instructional resources, results showed that Chart of Weather Symbols (60%), Globe (72.72%), Geography Textbooks (76.67%), Topographical maps (80%) and Wall maps (100%) were the instructional resources adequately available. The result obtained revealed that resources are not readily available in secondary schools in Osun state.
2020
This study was designed to assess the Challenges against Effective Teaching and Learning of Geography in Senior Secondary Schools in Ilorin Metropolis of Kwara State. The descriptive survey method was used for analyzing the data due to its uniqueness. The population of the study comprises of all the senior secondary school students in Ilorin metropolis of kwara state and the total of one hundred and ninety nine (199) SSS2 geography students were selected from eight (8) different schools. The instrument for data collection was the questionnaire. Frequency count was used to answer research questions one (1) and two (2) while t-test was used to test the hypothesis using SPSS. The finding of the study revealed that there are several challenges to effective teaching and learning of geography and that there are no available instructional resources for the teaching and learning of geography in Ilorin metropolis. The finding revealed further that there is no significant difference in the as...
An Empirical Survey of Technology Application in Teaching Geography in Nigerian Secondary Schools
Ethiopian Journal of Environmental Studies and Management, 2010
The main thrust of this study was to find out the extent of application of the new technologies in teaching and learning Geography in secondary schools in Nigeria. The present study is very important and necessary because many teachers are still very apprehensive about using the new technologies in instruction. In addition is the fact that, there are little empirical data on the level of preparedness and the extent of utilization of ICTs in instruction in Nigerian secondary schools. This study was therefore carried out to provide empirical data on the extent of the integration of the new technology in teaching and learning Geography in Nigerian Secondary Schools. The study employed the descriptive survey design. The sample for the study is made up of 214 Geography teachers drawn from secondary schools in Osun State. The schools and the teachers were selected through stratified sampling techniques based on school types, location, Local Education Area and gender. A structured questionnaire was used to collect data from the participants. It was divided into five sections and was validated using construct validity. The coefficient of reliability was 0.68. The findings showed that 55% of Geography teachers had access to computer but did not have the prerequisite ICT skills. Out of the modern technologies available for teaching Geography, the most commonly used are: instructional television (54%), instruction radio (59%) and video (59%).Other findings showed that 54% of Geography teachers do not know the instructional value of CDROM/ interactive web packages available free for teaching Geography. Not only this, 84% of the teachers also rarely use the news groups .While 42% rarely make use of multi-media presentation in teaching Geography. Where as many of these facilities are available free on the web for teachers use. Lastly, lack of skills and cost of utilization ranked highest as one of the factors preventing teachers from using the new technologies in teaching Geography.
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.
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...
ASSESSMENT OF THE IMPLEMENTATION OF GEOGRAPHY CURRICULUM IN SECONDARY SCHOOLS IN OSUN STATE, NIGERIA
TOLULOPE SAMUEL AWOREFA, 2021
The study investigated the availability and adequacy of Geography instructional resources in senior secondary schools in Osun state. It also examined the instructional strategies being employed by Geography teachers in teaching and learning in the classroom. Furthermore, the study assessed the quality of teachers in terms of qualification, content knowledge and years of experience in the state. These were with the view to providing information on the implementation of the Geography Curriculum in Senior Secondary Schools in Osun state. The study employed a descriptive survey research design. The population consisted of all Geography teachers in senior secondary schools in Osun state. Eighty (80) Geography teachers constituted the sample for the study. Two instruments were used for data collection. These are the Instructional Resources and Strategies Observation Checklist (IRSOC) and Teaching Personnel Questionnaire (TPQ). Data collected were analyzed using frequency count and percentages. The results showed that instructional resources were not readily available for use. Globe (73.33%), Topographical map (83.33%), Atlas (93.33%), and Geography textbooks (100%) were resources that are available while Chart of Weather Symbols (60%), Globe (72.72%), Geography Textbooks (76.67%), Topographical maps (80%) and Wall maps (100%) were adequate in schools the resources were available. However, the instructional strategy employed by Geography teachers were peer tutoring (3.33%), group activity strategy (6.67%), inquiry (30%), demonstration strategy (36.67%) and expository strategy (100%). On the quality of Geography teachers in the state, the study showed that 57.50% studied Geography as a course while 6.25%, 10%, 11.25% and 15% studied Sociology, Urban and Regional Planning, Demography and Statistics and Geology, respectively. The study concluded that instructional resources, as well as instructional strategies employed by Geography teachers in Senior Secondary Schools in Osun state, were inadequate.