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This study investigated the relationship between variety of learning resources and students’ academic performance. The objective of the study was to assess the influence that access to a variety of learning resources has on students’ academic performance in geography in the Kenya Certificate of Secondary Education (KCSE) in public secondary schools in Makueni County. The study was guided by the Classroom Instruction Theory using the descriptive survey design. Both stratified and simple random sampling methods were applied in drawing a sample. Data was collected from 422 respondents who included 29 principals, 30 teachers of geography and 363 Form Three students. Data was collected using questionnaires and an observation checklist. Questionnaires were used to collect data from principals, teachers and students. The observation checklist was used in observing geography lessons. Both descriptive and inferential statistics were used to analyse collected data and included means frequencies, cross-tabulations, percentages, correlation and regression analysis. Qualitative data analysis was done using a mixed method of case by case analysis as well as cross case analysis. The findings of the study showed that there was a correlation between variety of learning resources and performance in geography at 0.196. The null hypothesis on variety was rejected. The study therefore concluded that access to variety of learning resources promoted academic performance in geography in KCSE in public secondary schools in Makueni County. It was recommended that teachers should be encouraged to use a variety of learning resources in the teaching process in Makueni County.
2016 •
A Thesis Submitted in Partial Fulfillment of the Requirements for the Award of the Degree of Doctor of Philosophy (PhD) (Curriculum Studies), Kenyatta University. July, 2016
2016 •
– The implementation of the new system of education in Kenya in 2009 brought along changes in content, teaching and new demands in all subjects. The study focused on the challenges of empirical approach to geography teachers in selected secondary schools in TransNzoia County in Kenya. The study was prompted by the newer concept in pedagogy which has been proved to be a powerful instructional method for integrating concepts. The study target population was teachers, pupils and head teachers in selected secondary schools. The study used a sample size of 270comprising 250 pupils, 14 teachers and 6 head teachers in public secondary schools out of 750 and random sampling and purposive sampling were applied. The data was collected using recast face interviewing guides. Data was analyzed using qualitative and quantitative techniques and presented in form of tables, frequencies and tally percentages. The results from the study indicate that syllabus completion, lack of innovation, poor peda...
Goodwood Publication
The impact of teaching methods on the performance of geography students in some selected public secondary schools in Zaria local government area, Kaduna State, Nigeria2021 •
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.
The purpose of the study was to investigate difficulties facing Geography teachers from designing meaningful pedagogical activities when teaching and learning Geography in Secondary Schools. Like any other pedagogical issue, teaching and learning of Geography in Secondary Schools faces and poses a wide range of challenges. These challenges range from expertise, technical and logistical support from the school administrative arising from the instructional established system, practices and traditions. This study was set to establish from both the school Geography teachers and department administrators whether they were aware of any challenges that existed in the teaching and learning of Geography. The study was based on Shulman, 1987, a model of knowledge growth in teaching. It adopted a descriptive cross-sectional survey targeting public Secondary Schools Geography Heads of the Department, Geography teachers and form three and form four Geography students. Data were collected using questionnaires for Geography Teachers, interview schedules for Heads of Department and an observation checklist were used to investigate the types of instructional resources used in form three (3) and form four (4) Geography lessons. On the teaching and learning process, the respondents cited many deficiencies such inadequate duration for covering the syllabus, examination-oriented programme and cheating, understaffing and lack or inadequate instructional resources. The researcher, therefore, concluded there is little or no technical and logistical support provided to the Geography Department and in particular to Geography teachers in terms of financial resources, instructional resources, and in-service programmes to facilitate proper preparation for quality instruction. It was therefore recommended, to manage emerging pedagogical technological challenges in teaching and learning of Geography in Secondary Schools, there is a need for teachers to invest adequately on computer-aided instruction. This strategy will not only promote its quality but also make it relevant to the needs of learners and teachers of Kenya and beyond.
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.
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...
2020 •
This paper examines the influence of teachers’ assessment skills which are testplanning skill, testtesting skill, test-marking skill and testreporting skill on students’ performance of Geography subject in secondary schools based in Kisii central Kenya. Geography has been performing poor in Kisii Central Sub County over the years. The dismal performance in the subject may perhaps be due to lack of assessment skills among Geography teachers’. The study adopted Quantitative Correctional research design. A sample of 331 students, 53 teachers and 32 principals were selected using simple random sampling techniques. Data was collected using three questionnaires which were Geography students, Geography teachers and Principals interview schedule. The data was organized into statistical tables and frequency distribution for easy of understanding and creating meaning. The result was described and summarized using frequencies, percentages and means. Statistical Package for Social Scientist (SP...
This research study arose out of the perceived poor performance of learners in Grade 12 geography from schools in the uThungulu District. To investigate the cause of the poor performance, the researcher explored Grade 12 educators' perceptions of some of the challenges that could affect the academic performance of Grade 12 geography learners. The mixed method study was used to explore the educators' perceptions. Data were collected from 50 educators who were selected through random and purposeful sampling to participate in both the survey and semi-structured interview. Of the 50 teachers, 40 were selected by means of systematic random sampling to fill in the questionnaires, while 10 were selected through purposeful and convenient sampling to participate in the semi-structured interview schedule. Data collected from the survey were analysed using t-test and Pearson product moment correlation coefficient and descriptive statistical techniques. The findings reveal that gender characteristics of educators, and educators' teaching and marking experience were found to be significantly related to learners' performance in geography in public high schools in the uThungulu District. The results reveal that educators' teaching and marking experience significantly contributes to educator competence in the assessment, and learners' answering of national examination questions.
Journal of Specialized and Professional Education
Availability and utilization of Instructional Resources for Teaching Geography in Senior Secondary Schools in Osun State2018 •
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.
BMC Medical Research Methodology
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