RELATIONSHIP BETWEEN TEACHERS’ MASTERY OF PRACTICAL GEOGRAPHY SKILLS AND STUDENTS’ ACQUISITION OF THESE SKILLS: THE CASE STUDY OF “A” LEVEL SCHOOLS IN CENTRAL UGANDA
Abstract
The study aimed at assessing how teachers’ mastery of practical Geography skills influenced A-level students’ acquisition of these skills. The sample comprised 744 respondents including 60 teachers and 672 students. Data was analyzed using one–way ANOVA and the t-Test using SSPS data analysis package (16.0 version). Qualitative data was analyzed using descriptions in themes deciphered in the course of the study. Majority of the teachers and students lacked requisite skills to in practical geography. There was a significant relationship between teachers’ mastery of skills and students’ acquisition of these skills. Both teachers and students found difficulties in interpreting photographs and map, and in using field and statistical data. It was concluded that many teachers and students lack sufficient skills in A-level practical geography. There is need to strengthen preservice and in-service teacher training focusing on teaching strategies, mastery of the skills in practical Geography and field work activities.
Article visualizations:
Keywords
References
Amon Thakur (2011). Teaching with modern and traditional methods, Article Atherton J S (2013) Learning and Teaching; Assessment [On-line: UK] retrieved 7 March 2014 from http://www.learningandteaching.info/teaching/assessment.htm
Ball, D.L (1991). Making subject matter knowledge part of the Geography. In J. Brophy (Ed), Advances in research on teaching Vol.2.Teachers’ subject matter knowledge and classroom instruction. Greenwich, CT: JAL press.
Black, P. & Wiliam, D. (2001). Inside the Black Box: Raising standards through classroom assessment. http://weaeducation.typepad.co.uk/files/blackbox-1.pdf [9th August 2011
Bukenya. M. (2011). Uganda Education News: UACE results show poor performance in practical exams; ARTICLE 1; http://www.ugpulse.com/uganda-news/education/uace-results-show-poor-performance-in-practical-exams/23942.aspx
Bunnett, R. B., (2001); General Geography in Diagrams. Published by Pearson Education Limited.
Calfee, Robert C.; Perfumo, Pam (1993). Student portfolios: opportunities for a revolution in assessment, Journal of Reading, 36, 532-537.
Cañas, A. J., & Novak, J. D. (2005). A concept map-centered learning environment. Paper presented at the Symposium at the 11th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI), Cyprus.
Citt, J. P. (1994) An Introduction to Indigenous Education in East Africa. Adult Education Supplement 42. Makerere University
Fernsten, L., & Fernsten, J. (2005). Portfolio assessment and reflection: Enhancing learning through effective practice. Reflective Practice 6(2), 303–309.
Government White Paper, (1992). Education for National Integration and Development A Report of the Education Policy Review Commission. Kampala; Uganda.
Graves, J.N (1982). New UNESCO; Source Book for Geography Teaching. Published by Paris Longman Group ltd.
Hakki. A (2013): Teachers competences and their effectiveness in the teaching process, Unpublished article.
Hamp-Lyons, L., & Condon, W. (2000). Assessing the portfolio: Principles for practice, theory, and research. Cresskill, NJ: Hampton Press.
Iriving.S, (1999). Child Development and Social Science Education. Latayette Indianna, New Delhi.
J.C Ssekamwa, (2000). History and development of education in Uganda. Second Edition. Kampala, Uganda: Fountain Publishers
Kagoda. A. M. (2009). Teaching and Learning Geography through Small Group Discussions. Published Date: September 07, 2009
Kasozi, ABK (2002). Contemporary Issues in Education: Global forces that Impact East Africa Education and Effect Local Empowerment. A paper presented at the National stake holders conference on education
Kate Bird and Kate Higgins (2009); Conflict, education and the intergenerational transmission of poverty in Northern Uganda London: Overseas Development Institute.
Kigongo, JK (1998), Ethics and Education in Uganda. A paper presented at the general seminar school of education, Kampala, Makerere University.
Kolbs. A. David, (1984). Theory and practice of Adult Education, informal education and lifelong learning, experience learning theory; Department of organization behavior weather head school of management. Case Western Reserve University.
Krejcie, Robert V., Morgan, Daryle W. (1970), “Determining Sample Size for Research Activities”, Educational and Psychological Measurement.
Leung & Pack, (2002). Competent students, competent teachers’. Journal of Educational research.
Linda S (2001) and John Zubizarreta. 1995. "Answers to Common Questions about the Teaching Portfolio." Journal on Teaching Excellence 6 (1): 57-64.
Linda, S. (2002). Assessment to promote deep learning. AAHE’S 2000 and 1999, assessment conference. Washington America Association for higher Education.
Livingstone, M. (2009). Teaching and assessing statistical Geography in ‘A’ level secondary schools. Med Dissertation, Makerere University Kampala Uganda.
Mahuku. R at el, (2010). Competence of Geography teachers in the use of instructional materials in A-level in Secondary Schools in Kigali City. Rwanda.
Martin-Kniep, G.O., Cunningham, D. & Feige, D. M. (1998). Why am I doing this?: Purposeful teaching through portfolio assessment. Portsmouth, NH: Heinemann.
McTighe, J., O’Connor, K. (2005). Seven practices for effective learning. Educational Leadership, Vol. 63, No.3
Ministry of Education and Sports, (2005). Geography teaching syllabus; Uganda certificate of education. Senior 1-4. MoES: Kampala, Uganda
Ministry of Education and Sports, (2008). Geography teaching syllabus; Uganda Advanced certificate of education. Senior 5-6. MoES: Kampala, Uganda
Mugagga AM (2006). The philosophy implications of the liberalization of University Education in Uganda. Unpublished Research: Makerere University, Kampala-Uganda
Nacino-Brown, R., F.E. Oke and D. Brown, (1989). Curriculum and Instructions. An introduction to Methods of Teaching. Macmillan Publishers Ltd.
National Curriculum Resource Center, (2008); Portfolio method of assessment and the National Standards of Foreign Language Learning. Press London.
National Geography Society, (2002). A teachers’ guide to performance-based assessment in Geography. USA.New O-level curriculum (2015). www.indep.co.ug.
Peters, R.S. (1997). Education and the education of teachers’. London: Routledge and Kegan Paul.
Peterson, Donovan. "Legal and Ethical Issues of Teacher Evaluation: A Research-Based Approach." Educational Research Quarterly 7 (winter 1983):6-16.
Pongi, V. (2004). Marking the switch from assessment for making towards assessment for learning. The challenge facing the small island states of commonwealth examinations and accreditation bodies in associations: SPBEA, Nadi Fiji 8-12 March. schools, Fiji Science: Internal Assessment Tasks.
Seldin, P. (2004) The Teaching Portfolio: A practical Guide to Improved Performance and Promotion/Tenure Decisions. Bolton, MA: Anker Publishing Co.
Senteza-kajubi (1997). From Elitist towards Mass Higher Education: The phenomena of private university in Uganda. Uganda Journal Vol.1.No.4
Ssekamwa JC (1997). History and Development of Education in Uganda. Kampala fountain publishers.
Ssekamwa JC (2000). History and Development of Education in Uganda. Kampala Fountain Publishers
UNEB November/December 2004-2013. Examinations. Report on work of Candidates. Kamapala: UNEB publications
Venn, J. J. (2000). Assessing students with special needs (2nd ed.). Upper Saddle River, NJ: Merrill
Wilson and Wineburg (1988). Learning to teach: New York: Macmillan.
Wise, A.E. (200) Teacher quality for the new millennium. The State Education Standard, 28-30 Hodson, D. 1990, In "A critical look at practical work in school science" School Science Review, Vol 70 (Number 256), pp 33-40.)
Zoe A. Thralis (1958): The teaching of Geography. Library of Congress Card Number: 58-6701: printed in the united states of America:E-88014
DOI: http://dx.doi.org/10.46827/ejes.v0i0.1342
Refbacks
- There are currently no refbacks.
Copyright (c) 2018 Nabakiibi Agnes, Oonyu J. C., Mugagga A. M.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
