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.

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.

– 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...

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.

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...

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...

— The quality of the educational system of any given country depends largely on the quality of Teacher education. For this quality to be realized, it is important to constantly monitor the stages (theoretical, teaching practice, research project) involved in teacher education. This study sought to investigate the influence of teaching practice on the effectiveness of geography teaching in secondary schools in Anglophone Cameroon. It was carried out within the Menchum and Fako Divisions of the North West and South West regions of Cameroon. This research had as population size, some 1444 geography teachers and all their students drawn from all government secondary schools within these two regions. Teachers' sample population was gotten through the use of purposive sampling method while that of students was gotten through the use of simple random sampling. Respondents were expected to fill in closed ended questionnaire items. Data collected were reported using frequency tables and proportions while Logistic Regression Model was used to predict the effect level of influence of teaching practice on geography teachers' teaching effectiveness. This effectiveness was assessed based on one factor thatis supervision of teaching practice. It was realized that the supervision of teaching alone cannot effectively predict teachers' effectiveness. Based on this finding, it was recommended that more emphasis during teacher training should be laid on subject matter mastery by student-teachers. Also, some form of financial incentives should be given to student-teachers. Finally, a thorough screening exercise should be done in the selection of supervisors and Cooperating teachers to ensure that only the most qualified are assigned to guide and supervise student-teachers.