Research Article

Assessment of the Policy Guidelines for the Teaching and Learning of Geography at the Senior High School Level in Ghana

Volume: 4 Number: 1 April 30, 2014
  • Bethel T. Ababıo *
  • Hillary Dumba
EN

Assessment of the Policy Guidelines for the Teaching and Learning of Geography at the Senior High School Level in Ghana

Abstract

This article empirically assessed the extent to which geography teachers adhered to the Ghana Education Service policy guidelines on the teaching of geography at the Senior High School Level in Ghana. Census survey was used to collect data from seven geography teachers because of the researchers’ objective of gaining a quick insight into the problem at hand. Simple random sampling was, however, used to select 80 geography students. Data were collected with the aid of two sets of questionnaires which were personally administered by the researchers. Simple frequencies and percentages were used in the analysis of the data collected. One of the key findings was that all the teachers had knowledge and mastery of the content areas of geography. Again, the study revealed that the geography teachers implemented to a fairly large extent the policy guidelines on teaching by employing a variety of teaching methods, though with varying emphases. Another finding was that some students could not acquire skills in the handling of certain equipment (e.g. in surveying) either because of the non-availability of those equipment in their schools or their teachers lacked the expertise to teach them how to use those equipment even though those equipment were available. The students therefore suggested the frequent use of inquiry methods such as field work and project work. Based on the findings, the study recommended that as part of the reforms in teacher preparation, there should be a re-structuring of the geography education programmes in the universities so as to accommodate the policy guidelines for teaching geography at the senior high school level. Lastly, the study also recommended regular in-service training for practicing geography teachers to enable them hone their professional competence, particularly their pedagogical skills.

Keywords

References

  1. Adjei A. A. (1992). The state of the art of teaching geography in secondary schools in Ghana. An unpublished PGCE Project Work, University of Cape Coast.
  2. Amadi, M. (2012). Teacher education in Nigeria. Lagos: Vitaman Educational Books.
  3. Asaber, P.K., Owusu, C., & Obeng, B. (2005). An examination of the influence of policy guidelines in SHS geography on classroom teaching & learning: A case study of the Cape Coast Municipality. An unpublished B.Ed. Social Science Project Work, University of Cape Coast.
  4. Byrme, C.J. (1983). Teacher knowledge and teacher effectiveness: A literature review of theoretical analysis and discussion of research strategy. Paper presented at meeting of the Northern Educational Research Association, Ellenville, New York.
  5. CRRD (1991). Ghana social studies series: Teachers’ manual book 5. Accra: Ministry of Education.
  6. CRRD (2010). Teaching syllabus for geography (2-4). Accra: Ministry of Education,Science and Sports.
  7. Curson, L.B. (1997). Teaching in further education. An outline of principles and practice (5th Ed), London: Continuum Education.
  8. Dale, E. (1969). Audio-visual methods in teaching (3rd Ed.), New York: Holt, Rhinehart &Winston.

Details

Primary Language

English

Subjects

-

Journal Section

Research Article

Authors

Bethel T. Ababıo * This is me
Ghana

Hillary Dumba This is me
Ghana

Publication Date

April 30, 2014

Submission Date

February 12, 2014

Acceptance Date

April 27, 2014

Published in Issue

Year 1970 Volume: 4 Number: 1

APA
Ababıo, B. T., & Dumba, H. (2014). Assessment of the Policy Guidelines for the Teaching and Learning of Geography at the Senior High School Level in Ghana. Review of International Geographical Education Online, 4(1), 40-57. https://izlik.org/JA67KL64TB
AMA
1.Ababıo BT, Dumba H. Assessment of the Policy Guidelines for the Teaching and Learning of Geography at the Senior High School Level in Ghana. Review of International Geographical Education Online. 2014;4(1):40-57. https://izlik.org/JA67KL64TB
Chicago
Ababıo, Bethel T., and Hillary Dumba. 2014. “Assessment of the Policy Guidelines for the Teaching and Learning of Geography at the Senior High School Level in Ghana”. Review of International Geographical Education Online 4 (1): 40-57. https://izlik.org/JA67KL64TB.
EndNote
Ababıo BT, Dumba H (April 1, 2014) Assessment of the Policy Guidelines for the Teaching and Learning of Geography at the Senior High School Level in Ghana. Review of International Geographical Education Online 4 1 40–57.
IEEE
[1]B. T. Ababıo and H. Dumba, “Assessment of the Policy Guidelines for the Teaching and Learning of Geography at the Senior High School Level in Ghana”, Review of International Geographical Education Online, vol. 4, no. 1, pp. 40–57, Apr. 2014, [Online]. Available: https://izlik.org/JA67KL64TB
ISNAD
Ababıo, Bethel T. - Dumba, Hillary. “Assessment of the Policy Guidelines for the Teaching and Learning of Geography at the Senior High School Level in Ghana”. Review of International Geographical Education Online 4/1 (April 1, 2014): 40-57. https://izlik.org/JA67KL64TB.
JAMA
1.Ababıo BT, Dumba H. Assessment of the Policy Guidelines for the Teaching and Learning of Geography at the Senior High School Level in Ghana. Review of International Geographical Education Online. 2014;4:40–57.
MLA
Ababıo, Bethel T., and Hillary Dumba. “Assessment of the Policy Guidelines for the Teaching and Learning of Geography at the Senior High School Level in Ghana”. Review of International Geographical Education Online, vol. 4, no. 1, Apr. 2014, pp. 40-57, https://izlik.org/JA67KL64TB.
Vancouver
1.Bethel T. Ababıo, Hillary Dumba. Assessment of the Policy Guidelines for the Teaching and Learning of Geography at the Senior High School Level in Ghana. Review of International Geographical Education Online [Internet]. 2014 Apr. 1;4(1):40-57. Available from: https://izlik.org/JA67KL64TB