Evaluation of secondary school geography teachers’ pedagogical practices in Southwestern Nigeria

https://doi.org/10.35912/jshe.v4i4.1857
Published: Aug 5, 2024

Abstract:

Purpose: This study was conducted to evaluate teachers’ pedagogical practices in secondary schools in southwestern Nigeria because evidence has shown that some of the objectives of the geography curriculum are hardly met. Research interest has been more on interventions, especially strategies to improve students’ learning outcomes in geography, than on the evaluation of implementation.

Research methodology: A mixed-methods design was adopted. Three states (Osun, Oyo, and Ekiti) in southwestern Nigeria were randomly selected, and the purposive sampling technique was used to select schools with a geography teacher who was willing to participate in the study.

Results: Most teachers (67.1%) deployed the lecture method, while schools (84.6%) had insufficient time to implement GC. Inadequate materials (84.1%), limited opportunities for professional development (89.4%), and insufficient allocated time (78.7%) were the major challenges associated with the implementation of GC. The pedagogical practices were good (????? = 3.40), but material resources were inadequate (????? 0.83), 3.4 against the threshold of 3.0 and 1.0, respectively.

Contribution: Teachers rarely used the field-trip approach. The teachers posited that they had inadequate resources for implementation. School administrators should ensure that geography is allotted sufficient time to the timetable.

Limitations: The observer effect may have slightly influenced the classroom activities of some teachers and students. Similarly, not all items on the rating scale could be captured extensively within the observed teaching-learning period.

Novelty: Although the goals of sustainable development place a special emphasis on healthy and prosperous lives, insufficient data on mental health have been collected, and mental health policies based on village wisdom have not become a theme that many central and regional governments have implemented.

Keywords:
1. geography teachers
2. geography curriculum
3. implementation
4. secondary school
Authors:
1 . Andrew A. Olayemi
University of Ibadan, Nigeria
2 . Peter A. Amosun
University of Ibadan, Nigeria
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How to Cite
Olayemi, A. A., & Amosun, P. A. (2024). Evaluation of secondary school geography teachers’ pedagogical practices in Southwestern Nigeria. Journal of Social, Humanity, and Education, 4(4), 231–244. https://doi.org/10.35912/jshe.v4i4.1857
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Issue & Section
Vol. 4 No. 4 (2024): August
Articles
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This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

References

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  1. acara. (2011). Shape of the Australian Curriculum: geography. Retrieved from https://docs.acara.edu.au/resources/Shape_of_the_Australian_Curriculum_Geography.pdf
  2. Aderogba, K. (2012). Quality and quantity of geography teachers in Ifo Local Government Area of Ogun state, Nigeria. Academic Research International, 2(1 Part II), 251.
  3. Agbatogun, A., Ogunyemi, B., & Omoniyi, T. (2015). Teachers’ Preference and Use of Educational Technology in Low-Resource Social Studies Classrooms: An Exploratory Study. Caribbean educational research journal, 109.
  4. Ahmadi, A. A., & Lukman, A. A. (2015). Issues and Prospects of Effetive Implementation of New Secondary School Curriculum in Nigeria. Journal of Education and Practice, 6(34), 29-39.
  5. Akintade, B. (2012). Considering the determinants of selecting geography as a discipline: The case of senior secondary school students in Ilorin, Nigeria. Ozean Journal of Social Sciences, 5(1), 1-8.
  6. Alimi, O., & Balogun, B. (2010). Teachers’ Attributes as Correlates of Students’ Academic Performance in Geography in the Secondary Schools in Ondo State. Pakistan Journal of Social Sciences, 7.
  7. Amosun, P. A. (2016). Why Nigerian Geography Teachers Scarcely and Scantly Teach Map Reading and Why Students Are Scared of It. African Educational Research Journal, 4(2), 42-48.
  8. Anlimachie, M. A. (2019). Understanding the causes of students’ weak performance in geography at the WASSCE and the implications for school practices: A case of two Senior High Schools in a rural district of Ghana. International Journal of Research and Innovation in Social Science (IJRISS), 3(3), 295-331.
  9. Baron, J. V. (2023). Blackboard System and Students’ Academic Performance: An Experimental Study in The Philippines. Journal of Social, Humanity, and Education, 3(3), 173-184.
  10. Caratiquit, K., & Pablo, R. (2021). Exploring the practices of secondary school teachers in preparing for classroom observation amidst the new normal of education. Journal of Social, Humanity, and Education.
  11. Etim, P. J., Udosen, I. N., & Ema, I. B. (2016). Utilization of WhatsApp and students performance in geography in uyo educational zone, Akwa Ibom State. International Journal of Innovation and Research in Educational Sciences, 3(5), 2349-5219.
  12. Eze, E. (2021). Why secondary school geography students perform poorly in external examinations. Journal of Geography, 120(2), 51-60.
  13. Falah, K., & Rahamneh, A. (2012). REASONS FOR THE LOW ACADEMIC ACHIEVEMENT AMONG THE STUDENTS OF THE MAIN STAGES IN SELECTED SCHOOLS IN THE PROVINCE OF AL-BALQA.
  14. Hafezi, A., & Etemadinia, S. (2022). Investigating the relationship between homework and academic achievement in elementary students. Journal of Social, Humanity, and Education, 2(3), 185-195.
  15. Khaneghahi, S., Sefatgol, S., & Siyasar, M. (2022). Investigating the Relationship between School Culture and Academic Enthusiasm with Academic Hope and Motivation in High School Students. Journal of Social, Humanity, and Education, 3(1), 29-41.
  16. Kolawole, C. (2015). Curriculum design, implementation and innovation. Ibada UniversityPress: University of Ibadan.
  17. Kuo, N.-C., Wood, A., & Williams, K. (2021). Actualizing hope and joy in K-12 Curricula through Daisaku Ikeda’s human education. Journal of Social, Humanity, and Education, 2(1), 19-34.
  18. Mangwanda, T., Kolawole, O., Mutopa, S., & Gondo, R. (2017). Poor performance in the advanced level geography: a case of four high schools in Hurungwe District. Mashonaland West Province, Zimbabwe.
  19. Mikanjuola, S., & Sidiq, O. B. (2013). Geography laboratory and observation centre: the missing vital infrastructure for effective teaching of Geography in school. Afro Asian Journal of Social Sciences, 4(4.3), 1-11.
  20. Mukondeleli, A. (2018). Teaching of geography mapwork in Grade 12: A case of Nzhelele West Circuit in Vhembe District.
  21. Nwokocha, A. N. (2021). DEVELOPMENT AND IMPLEMENTATION OF A LOCALLY RELEVANT ANTI-SOCIAL VICES CURRICULUM FOR INFUSION INTOSOCIAL STUDIES USING A PARTICIPATORY PARADIGM.
  22. Obama, B. (2012). President Obama on Geography Education.
  23. Obanya, P. (2010). Bringing back the teacher to the African school: UNESCO-IICBA Addis Ababa.
  24. Sangoleye, S. A. (2018). Evaluation of entrepreneurship education curriculum in universities in South-West Nigeria. University of Ibadan.
  25. Singh, S. S. B., Rathakrishnan, B., Sharif, S., Talin, R., & Eboy, O. V. (2016). The Effects of Geography Information System (GIS) Based Teaching on Underachieving Students' Mastery Goal and Achievement. Turkish Online Journal of Educational Technology-TOJET, 15(4), 119-134.
  26. Viehrig, K. (2015). Exploring the effects of GIS use on students' achievement in geography. Pädagogische Hochschule Heidelberg.