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

Year 2014, Volume: 4 Issue: 1, 40 - 57, 30.04.2014

Bethel T. Ababıo Hillary Dumba

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

Geography, policy guidelines, learning, inquiry, teaching, senior high school, Ghana

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