Effect of gender on students academic achievement in secondary school social ...Alexander Decker
1) The study investigated the effect of gender on academic achievement in Social Studies among 180 secondary school students in Delta and Edo States, Nigeria.
2) The results showed that gender had no significant effect on student achievement in Social Studies, though females in the experimental groups gained more than males.
3) There was a significant interaction effect found between the teaching strategies (simulation games, brainstorming, lecture method) and gender on student academic achievement in Social Studies. Specifically, males performed better with simulation games and lecture method while females performed better with brainstorming.
Effect of gender and location on students’ achievement in chemistry in second...Alexander Decker
The study investigated the effect of gender and location on students' achievement in chemistry in secondary schools in Nsukka Local Government Area of Enugu State, Nigeria. It analyzed data from 827 students in 8 secondary schools. The findings showed that male students achieved significantly higher scores than female students in both urban and rural schools. There was no significant difference in achievement between students in urban versus rural schools. However, within urban schools only, boys achieved significantly higher scores than girls. The study concluded that gender influences achievement more than location.
A comparative study of government and private secondaryAlexander Decker
1. The study aimed to compare the teaching attitudes of government and private secondary school teachers in India towards their profession.
2. 200 teachers were surveyed using a teaching attitude scale, with 100 government teachers and 100 private teachers.
3. The results showed that government secondary school teachers had significantly higher teaching attitudes than private secondary school teachers. Attitudes also differed between male and female teachers within each school type.
A comparative study of secondary school students’ performanceAlexander Decker
This study compared the performance of secondary school students in English and Social Studies in Osun State, Nigeria. The following key points are summarized:
1. Test results from 800 students across 10 schools showed a significant difference in performance between English and Social Studies, with higher average scores in Social Studies.
2. Scores varied significantly across the 10 schools in both subjects.
3. However, gender, school location, and school type (public vs. private) were not found to significantly influence student performance in either subject.
4. The researchers concluded students performed better in Social Studies than English, possibly due to factors other than English language proficiency influencing Social Studies understanding. Consistent teacher training was recommended to
Resource management strategies and learners academic performance in national ...Alexander Decker
- The document discusses resource management strategies and their relationship to student academic performance on national examinations in primary schools in Makindu District, Kenya.
- It finds that resources were generally well-managed using various strategies and that effective resource management positively correlated with better student exam results.
- The study recommends that school managers involve teachers and students more in decision-making around resource management strategies to further enhance academic performance.
Some factors affecting the performance of secondary school students in chemi...Alexander Decker
This study examined factors that influence the performance of secondary school students in chemistry in Kolokuma/Opokuma local government area of Bayelsa State, Nigeria. The study investigated the relationship between students' chemistry exam scores and their attitudes/interest, previous preparation, study style, parental involvement, and teachers' expectations. A survey was administered to 600 secondary school students across 10 schools. Results found that all factors had a statistically significant positive correlation with exam scores, with previous preparation having the strongest relationship and attitude/interest having the weakest. The study concluded that multiple variables influence student performance in chemistry.
Correlation of Teaching Competencies among Science and Non Science Majors and...ijtsrd
This document summarizes a study that investigated the relationship between teaching competencies of science and non-science teachers and the level of mastery among students in selected public secondary schools in Northern Samar, Philippines. The study found that most teachers were highly competent in teaching skills and classroom management, and competent in subject knowledge. It also found that most students had a low level of mastery in science concepts. There was a significant relationship found between teacher competency and student mastery levels. Additionally, there were significant differences found between the competencies of science vs. non-science teachers, and in student mastery levels between those taught by science vs. non-science teachers.
Effect of gender on students academic achievement in secondary school social ...Alexander Decker
1) The study investigated the effect of gender on academic achievement in Social Studies among 180 secondary school students in Delta and Edo States, Nigeria.
2) The results showed that gender had no significant effect on student achievement in Social Studies, though females in the experimental groups gained more than males.
3) There was a significant interaction effect found between the teaching strategies (simulation games, brainstorming, lecture method) and gender on student academic achievement in Social Studies. Specifically, males performed better with simulation games and lecture method while females performed better with brainstorming.
Effect of gender and location on students’ achievement in chemistry in second...Alexander Decker
The study investigated the effect of gender and location on students' achievement in chemistry in secondary schools in Nsukka Local Government Area of Enugu State, Nigeria. It analyzed data from 827 students in 8 secondary schools. The findings showed that male students achieved significantly higher scores than female students in both urban and rural schools. There was no significant difference in achievement between students in urban versus rural schools. However, within urban schools only, boys achieved significantly higher scores than girls. The study concluded that gender influences achievement more than location.
A comparative study of government and private secondaryAlexander Decker
1. The study aimed to compare the teaching attitudes of government and private secondary school teachers in India towards their profession.
2. 200 teachers were surveyed using a teaching attitude scale, with 100 government teachers and 100 private teachers.
3. The results showed that government secondary school teachers had significantly higher teaching attitudes than private secondary school teachers. Attitudes also differed between male and female teachers within each school type.
A comparative study of secondary school students’ performanceAlexander Decker
This study compared the performance of secondary school students in English and Social Studies in Osun State, Nigeria. The following key points are summarized:
1. Test results from 800 students across 10 schools showed a significant difference in performance between English and Social Studies, with higher average scores in Social Studies.
2. Scores varied significantly across the 10 schools in both subjects.
3. However, gender, school location, and school type (public vs. private) were not found to significantly influence student performance in either subject.
4. The researchers concluded students performed better in Social Studies than English, possibly due to factors other than English language proficiency influencing Social Studies understanding. Consistent teacher training was recommended to
Resource management strategies and learners academic performance in national ...Alexander Decker
- The document discusses resource management strategies and their relationship to student academic performance on national examinations in primary schools in Makindu District, Kenya.
- It finds that resources were generally well-managed using various strategies and that effective resource management positively correlated with better student exam results.
- The study recommends that school managers involve teachers and students more in decision-making around resource management strategies to further enhance academic performance.
Some factors affecting the performance of secondary school students in chemi...Alexander Decker
This study examined factors that influence the performance of secondary school students in chemistry in Kolokuma/Opokuma local government area of Bayelsa State, Nigeria. The study investigated the relationship between students' chemistry exam scores and their attitudes/interest, previous preparation, study style, parental involvement, and teachers' expectations. A survey was administered to 600 secondary school students across 10 schools. Results found that all factors had a statistically significant positive correlation with exam scores, with previous preparation having the strongest relationship and attitude/interest having the weakest. The study concluded that multiple variables influence student performance in chemistry.
Correlation of Teaching Competencies among Science and Non Science Majors and...ijtsrd
This document summarizes a study that investigated the relationship between teaching competencies of science and non-science teachers and the level of mastery among students in selected public secondary schools in Northern Samar, Philippines. The study found that most teachers were highly competent in teaching skills and classroom management, and competent in subject knowledge. It also found that most students had a low level of mastery in science concepts. There was a significant relationship found between teacher competency and student mastery levels. Additionally, there were significant differences found between the competencies of science vs. non-science teachers, and in student mastery levels between those taught by science vs. non-science teachers.
Using studio based learning for enhancing efl preserviceAlexander Decker
This document summarizes a research study that investigated the effects of a studio-based learning approach on enhancing preservice English as a foreign language (EFL) teachers' pedagogical knowledge and pedagogical content knowledge. The study involved dividing participants into an experimental group that received training in a collaborative studio classroom focused on classroom management and lesson planning, and a control group that received traditional lectures on the same topics. Results of pre- and post-tests of pedagogical knowledge and an assessment of pedagogical content knowledge found that the experimental group performed significantly better, indicating that studio-based learning had a greater positive impact on developing these areas of teacher knowledge compared to traditional lecturing. The research recommends giving more
Practicality and Effectiveness of Student’ Worksheets Based on Ethno science ...IJAEMSJORNAL
Generally, the learning process in classes still used worksheets that does not link the matter and instructional topics with local knowledge of local area. Though it is able to increase the students' conceptual understanding of the specific physics topics. This study aimed to analyze the practicality and effectiveness student’ worksheet based on Ethno science in improving student understanding of rigid body’ concept. The study used a quasi-experimental with pretest-post test control group design. The sample was students’ senior high school in Lampung’ province, Indonesia. The sampling technique used simple random sampling technique. Data were obtain through the questionnaire, responses of teachers and students, and test of learning outcome in multiple choice questions reasoned type. Data were analyzed by percentage, N-gain, and effect size. The results showed that student worksheet based on Ethno science was practically using in learning and effective in improving conceptual understanding which is indicated by the differences in test results between the control and the experimental class.
INFLUENCE OF THE GENDER FACTOR ON A STUDENT’S LEARNING STYLE AND ACHIEVEMENT...btlsvr
This document discusses research on the influence of gender on students' language learning styles and achievements. It finds that males and females have different learning preferences, with males tending to be more visual, kinesthetic, and competitive, while females are more auditory, collaborative, and oriented towards authority figures. Specific language tasks also show gender differences, with females generally outperforming males on tasks involving verbal skills and memory, while males do better on spatial and logical problem-solving tasks. These differences may be partly due to biological factors like differences in the corpus callosum region of the brain between males and females. The conclusion advocates designing language learning to match students' individual gender-based learning styles in order to improve their achievements.
An Analysis on the Attitudes of Academic Staff towards Distance Educationinventionjournals
This document analyzes the attitudes of academic staff at Namık Kemal University towards distance education. A survey was administered to 283 of the university's 955 academic staff. The survey found that staff had moderate attitudes towards the positive aspects of distance education, weak attitudes towards the negatives, and high attitudes towards the advantages. Attitudes varied by academic title but not by age or gender. The findings provide insights for establishing a Distance Education Center at the university and increasing awareness of distance education among staff.
hasil kajian yang telah dipresentasikan pada International Conference on Desicion Modelling 13 March 2012 di Universiti Utara malaysia, Kedah Darul Aman, Malaysia
A LITERATURE REVIEW ON GEOGRAPHY TEACHERS’ KNOWLEDGE OF AND ATTITUDES TOWARDS...ijejournal
This article is a literature review on geography teachers’ knowledge and perceptions of dyslexia, as well
as the teaching methods they decide to use in order to differentiate their teaching in mixed ability classes,
including dyslexic students. The aim of the systematic literature review was to identify: a) Geography
teachers’ knowledge and perceptions of dyslexia; and b) the teaching strategies that they use to help
dyslexic students overcome their difficulties. The research was carried out from October to November
2020. Initially, 1346 articles on dyslexia and teaching methods, generally that were published during the
last 20 years (2000-2020) were identified in 5 databases. Findings showed that, despite the very large
number of publications on the subject, only a few studies (3) were found to meet our research criteria
(dyslexia + geography + teaching methods + teachers’ attitudes/knowledge). It is suggested that future
studies focused on teaching geography and its impact on dyslexia would contribute to drawing clearer
conclusions on the topic.
The aims of this study are firstly to find out whether tasks that are designed based on the students’ learning style specification are compatible with students’ language achievements, and secondly to find out factors that might affect the language achievements and the learning styles. The research was undertaken in 6 private tertiary educations involving first year students who learn English as a compulsory subject at these institutions. A 40-item questionnaire adapted from Yufrizal (2007) was distrubuted to 380 students resulting students with four learning styles: communicative, concrete, authority oriented and analytic. One group repeated measures design was carried out in this research. The students are taught and tested in four different assignment adjusted to their learning styles. The results show that there is a congruency between students’ learning style and their designed tasks. Students with communicative learning style were more dominant in conversation and students with analytic learning style were more dominant in tasks that required language analytical skill. Furthermore, gender seemed to be an important factor that contribute to the students’ language achievement and learning styles.
Assessing the Impact Of Drama Methods On Learners’ Understanding Of Hiv/ Aids...IJSRED
This study assessed the impact of using drama methods to teach about HIV/AIDS to 140 Grade 11 students in Zambia. It compared an experimental group that was taught using drama methods to a control group taught via traditional lecture methods. Results showed the experimental group had significantly higher post-test scores, indicating drama methods were more effective at enhancing understanding of HIV/AIDS concepts. The study also found students had positive attitudes towards learning biology using drama and that attitudes did not differ between male and female students. The researchers recommend using drama methods for teaching biology and other science subjects.
This document discusses a study that examined the effects of an Experiential Cooperative Concept Mapping (ECCM) instructional approach on secondary school students' motivation to learn physics in Nyeri County, Kenya. The study used a quasi-experimental research design involving 513 students from 12 schools. Students in the experimental groups were taught using ECCM, while the control groups used Regular Teaching Methods. Results from pre- and post-tests using a Student Motivation Questionnaire found that students taught with ECCM had significantly higher motivation to learn physics compared to those taught with regular methods. The researchers recommend using ECCM to address low student motivation in physics.
This study was a survey conducted to determine the influence of stake holders on student career choice particularly amongst undergraduate students in school of science education Federal College of Education, (Technical) Bichi Kano.
Environmental influence on academic performance of secondary school students ...Alexander Decker
This document discusses how environmental factors influence the academic performance of secondary school students in Port Harcourt, Nigeria. It finds that performance is affected by factors like the school environment, home background, technology use, and the relationship between teachers and students. Specifically, it notes that improper maintenance of school facilities, noisy school locations, large family sizes, and overreliance on the internet for schoolwork can negatively impact student achievement. The document recommends improving school upkeep, fostering positive teacher-student interactions, and changing how technology is used in learning.
EFFECT OF TEACHING APPROACHES IN STEM CAREER ORIENTATION FOR STUDENTS THROUGH...ijejournal
This study investigated the association between teaching approaches in Biology and STEM careeraspiration of upper secondary school students and how to apply in learning and teaching. In this research, we analyzed some teaching approaches in Biology which would actively improve students’ subject interest as well as their STEM career aspiration in upper secondary schools in Hanoi and some Northern provinces
of Vietnam and supposed suggestions for teachers use in their teaching approaches and teaching methods to promote the effectiveness of science-oriented teaching in their lectures. Analysis of science learning in Vietnam in this study highlighted that teaching the ‘applications of science’ and teaching ‘the relevance of study and career’ were measured teaching approaches to consistently and positively associated with upper
secondary school students’ STEM career aspiration, accounting for other teaching approaches. Additionally, in this study, the ‘student-led investigations’ indirectly associated with students’ STEM career aspiration by affecting on affected student’s career awareness and student’s science self-efficacy. However,
the project-based approach had no obvious effect on students’ STEM career aspiration.
READING COMPREHENSION AND PROBLEM SOLVING SKILLS OF GRADE SEVENSTUDENTS: A MI...AJHSSR Journal
ABSTRACT: The purpose of this study was to determine the relationship between the extent of students‟
reading comprehension and problem solving skills and identify teaching strategies that would address the
problem in teaching problem solving in Mathematics. The research utilized mixed explanatory design. The
subject consists of 189 grade 7 students who were part of the general section enrolled at Davao City National
High School. Purposive sampling was used in identifying the respondents taking the reading comprehension test
and problem solving test while random sampling was used in identifying participants for the key informant
interview. The result of the study revealed that students reading comprehension and problem solving skills were
at developing level. Moreover, reading comprehension skill was a predictor of problem solving skill. This
means that students‟ problem solving skill is dependent on their reading skills. Results also showed from the
conducted focus group discussion that students gave importance to vocabulary and main idea in learning
problem solving. Furthermore, using differentiated instruction was the identified best teaching strategy to
understand problem solving.
Perceptions of Jawzjan University Engineering Undergraduates about the Collab...ahmad shah qasemi
The document summarizes a study on engineering undergraduates' perceptions of collaborative teaching and learning approaches at Jawzjan University in Afghanistan. The key findings were:
1) Students preferred classes with lots of group work, pair work, and activities rather than teacher-centered lectures. Most students strongly agreed they wanted these collaborative activities.
2) Students also preferred that the teacher act as a facilitator or guide for the class rather than solely lecturing. Over half of students strongly disagreed with teacher-centered classes without student activities.
3) Benefits of collaborative learning discussed in the literature include improved self-confidence, more positive attitudes towards the subject, and opportunities for both stronger and weaker students to learn.
A correlational analysis of students achievement in waec and neco mathematicsAlexander Decker
1) The study examines the relationship between student achievement in mathematics on the WAEC and NECO examinations in four secondary schools in Nigeria.
2) The analysis found a significant positive relationship between student performance in mathematics on both examinations, contrary to the hypothesis that there would be no relationship.
3) It is recommended that students should feel comfortable taking either exam since the results are equivalent.
This document discusses the relationship between teachers' academic self-efficacy and other factors such as academic locus of control, tendencies toward academic dishonesty, and test anxiety levels. It reviews previous literature that has examined the effects of these factors on academic self-efficacy. The study aims to test the relationships between these variables and determine the explanatory ratios between them using structural equation modeling. It surveys 256 teacher candidates to measure their levels on scales of academic self-efficacy, locus of control, tendencies toward dishonesty, and test anxiety.
Curriculum integration in social studies as predictor of academic performance...Alexander Decker
1) The document examines the relationship between curriculum integration in Social Studies and academic performance in Social Sciences.
2) It analyzes test score data from 140 students in Nigeria who took Social Studies (an integrated curriculum subject) and traditional social science subjects like Economics and Government.
3) The results show no strong statistical evidence that integrated curriculum leads to better performance. While Social Studies and Government showed the strongest relationship, other subject comparisons did not correlate well. This suggests curriculum integration may not significantly impact academic performance.
IMPACT OF TEACHER CHARACTERISTICS ON STUDENTS ACADEMIC PERFORMANCE IN PUBLIC...Kimberly Williams
This document summarizes a study that examined the impact of teacher characteristics on student academic performance in public secondary schools in Nigeria. The study used a survey design and collected data from 400 students across 3 schools. The findings showed that teachers' knowledge of the subject matter and teaching method had a significant positive relationship with student academic performance. Specifically, teachers who demonstrated mastery of the subject content, answered student questions well, and used varied teaching methods like field trips had a stronger impact on student learning and exam scores compared to those who relied solely on lectures. The study recommends ongoing teacher evaluation and professional development to help ensure teachers are effectively carrying out their duties.
Students and teachers’ views of difficult areas in mathematics syllabusAlexander Decker
1. The study investigated teachers' and students' views on difficult areas of the mathematics syllabus required for engineering education in Nigeria, using schools in Ogbomosho South, Oyo State.
2. Questionnaires were administered to 15 mathematics teachers and 180 secondary III students across 18 secondary schools to identify difficult topics.
3. The results from analyses using frequency count, percentage, t-test and Chi-square showed that both qualified and unqualified, experienced and less experienced teachers identified the same difficult areas of the mathematics syllabus.
Using studio based learning for enhancing efl preserviceAlexander Decker
This document summarizes a research study that investigated the effects of a studio-based learning approach on enhancing preservice English as a foreign language (EFL) teachers' pedagogical knowledge and pedagogical content knowledge. The study involved dividing participants into an experimental group that received training in a collaborative studio classroom focused on classroom management and lesson planning, and a control group that received traditional lectures on the same topics. Results of pre- and post-tests of pedagogical knowledge and an assessment of pedagogical content knowledge found that the experimental group performed significantly better, indicating that studio-based learning had a greater positive impact on developing these areas of teacher knowledge compared to traditional lecturing. The research recommends giving more
Practicality and Effectiveness of Student’ Worksheets Based on Ethno science ...IJAEMSJORNAL
Generally, the learning process in classes still used worksheets that does not link the matter and instructional topics with local knowledge of local area. Though it is able to increase the students' conceptual understanding of the specific physics topics. This study aimed to analyze the practicality and effectiveness student’ worksheet based on Ethno science in improving student understanding of rigid body’ concept. The study used a quasi-experimental with pretest-post test control group design. The sample was students’ senior high school in Lampung’ province, Indonesia. The sampling technique used simple random sampling technique. Data were obtain through the questionnaire, responses of teachers and students, and test of learning outcome in multiple choice questions reasoned type. Data were analyzed by percentage, N-gain, and effect size. The results showed that student worksheet based on Ethno science was practically using in learning and effective in improving conceptual understanding which is indicated by the differences in test results between the control and the experimental class.
INFLUENCE OF THE GENDER FACTOR ON A STUDENT’S LEARNING STYLE AND ACHIEVEMENT...btlsvr
This document discusses research on the influence of gender on students' language learning styles and achievements. It finds that males and females have different learning preferences, with males tending to be more visual, kinesthetic, and competitive, while females are more auditory, collaborative, and oriented towards authority figures. Specific language tasks also show gender differences, with females generally outperforming males on tasks involving verbal skills and memory, while males do better on spatial and logical problem-solving tasks. These differences may be partly due to biological factors like differences in the corpus callosum region of the brain between males and females. The conclusion advocates designing language learning to match students' individual gender-based learning styles in order to improve their achievements.
An Analysis on the Attitudes of Academic Staff towards Distance Educationinventionjournals
This document analyzes the attitudes of academic staff at Namık Kemal University towards distance education. A survey was administered to 283 of the university's 955 academic staff. The survey found that staff had moderate attitudes towards the positive aspects of distance education, weak attitudes towards the negatives, and high attitudes towards the advantages. Attitudes varied by academic title but not by age or gender. The findings provide insights for establishing a Distance Education Center at the university and increasing awareness of distance education among staff.
hasil kajian yang telah dipresentasikan pada International Conference on Desicion Modelling 13 March 2012 di Universiti Utara malaysia, Kedah Darul Aman, Malaysia
A LITERATURE REVIEW ON GEOGRAPHY TEACHERS’ KNOWLEDGE OF AND ATTITUDES TOWARDS...ijejournal
This article is a literature review on geography teachers’ knowledge and perceptions of dyslexia, as well
as the teaching methods they decide to use in order to differentiate their teaching in mixed ability classes,
including dyslexic students. The aim of the systematic literature review was to identify: a) Geography
teachers’ knowledge and perceptions of dyslexia; and b) the teaching strategies that they use to help
dyslexic students overcome their difficulties. The research was carried out from October to November
2020. Initially, 1346 articles on dyslexia and teaching methods, generally that were published during the
last 20 years (2000-2020) were identified in 5 databases. Findings showed that, despite the very large
number of publications on the subject, only a few studies (3) were found to meet our research criteria
(dyslexia + geography + teaching methods + teachers’ attitudes/knowledge). It is suggested that future
studies focused on teaching geography and its impact on dyslexia would contribute to drawing clearer
conclusions on the topic.
The aims of this study are firstly to find out whether tasks that are designed based on the students’ learning style specification are compatible with students’ language achievements, and secondly to find out factors that might affect the language achievements and the learning styles. The research was undertaken in 6 private tertiary educations involving first year students who learn English as a compulsory subject at these institutions. A 40-item questionnaire adapted from Yufrizal (2007) was distrubuted to 380 students resulting students with four learning styles: communicative, concrete, authority oriented and analytic. One group repeated measures design was carried out in this research. The students are taught and tested in four different assignment adjusted to their learning styles. The results show that there is a congruency between students’ learning style and their designed tasks. Students with communicative learning style were more dominant in conversation and students with analytic learning style were more dominant in tasks that required language analytical skill. Furthermore, gender seemed to be an important factor that contribute to the students’ language achievement and learning styles.
Assessing the Impact Of Drama Methods On Learners’ Understanding Of Hiv/ Aids...IJSRED
This study assessed the impact of using drama methods to teach about HIV/AIDS to 140 Grade 11 students in Zambia. It compared an experimental group that was taught using drama methods to a control group taught via traditional lecture methods. Results showed the experimental group had significantly higher post-test scores, indicating drama methods were more effective at enhancing understanding of HIV/AIDS concepts. The study also found students had positive attitudes towards learning biology using drama and that attitudes did not differ between male and female students. The researchers recommend using drama methods for teaching biology and other science subjects.
This document discusses a study that examined the effects of an Experiential Cooperative Concept Mapping (ECCM) instructional approach on secondary school students' motivation to learn physics in Nyeri County, Kenya. The study used a quasi-experimental research design involving 513 students from 12 schools. Students in the experimental groups were taught using ECCM, while the control groups used Regular Teaching Methods. Results from pre- and post-tests using a Student Motivation Questionnaire found that students taught with ECCM had significantly higher motivation to learn physics compared to those taught with regular methods. The researchers recommend using ECCM to address low student motivation in physics.
This study was a survey conducted to determine the influence of stake holders on student career choice particularly amongst undergraduate students in school of science education Federal College of Education, (Technical) Bichi Kano.
Environmental influence on academic performance of secondary school students ...Alexander Decker
This document discusses how environmental factors influence the academic performance of secondary school students in Port Harcourt, Nigeria. It finds that performance is affected by factors like the school environment, home background, technology use, and the relationship between teachers and students. Specifically, it notes that improper maintenance of school facilities, noisy school locations, large family sizes, and overreliance on the internet for schoolwork can negatively impact student achievement. The document recommends improving school upkeep, fostering positive teacher-student interactions, and changing how technology is used in learning.
EFFECT OF TEACHING APPROACHES IN STEM CAREER ORIENTATION FOR STUDENTS THROUGH...ijejournal
This study investigated the association between teaching approaches in Biology and STEM careeraspiration of upper secondary school students and how to apply in learning and teaching. In this research, we analyzed some teaching approaches in Biology which would actively improve students’ subject interest as well as their STEM career aspiration in upper secondary schools in Hanoi and some Northern provinces
of Vietnam and supposed suggestions for teachers use in their teaching approaches and teaching methods to promote the effectiveness of science-oriented teaching in their lectures. Analysis of science learning in Vietnam in this study highlighted that teaching the ‘applications of science’ and teaching ‘the relevance of study and career’ were measured teaching approaches to consistently and positively associated with upper
secondary school students’ STEM career aspiration, accounting for other teaching approaches. Additionally, in this study, the ‘student-led investigations’ indirectly associated with students’ STEM career aspiration by affecting on affected student’s career awareness and student’s science self-efficacy. However,
the project-based approach had no obvious effect on students’ STEM career aspiration.
READING COMPREHENSION AND PROBLEM SOLVING SKILLS OF GRADE SEVENSTUDENTS: A MI...AJHSSR Journal
ABSTRACT: The purpose of this study was to determine the relationship between the extent of students‟
reading comprehension and problem solving skills and identify teaching strategies that would address the
problem in teaching problem solving in Mathematics. The research utilized mixed explanatory design. The
subject consists of 189 grade 7 students who were part of the general section enrolled at Davao City National
High School. Purposive sampling was used in identifying the respondents taking the reading comprehension test
and problem solving test while random sampling was used in identifying participants for the key informant
interview. The result of the study revealed that students reading comprehension and problem solving skills were
at developing level. Moreover, reading comprehension skill was a predictor of problem solving skill. This
means that students‟ problem solving skill is dependent on their reading skills. Results also showed from the
conducted focus group discussion that students gave importance to vocabulary and main idea in learning
problem solving. Furthermore, using differentiated instruction was the identified best teaching strategy to
understand problem solving.
Perceptions of Jawzjan University Engineering Undergraduates about the Collab...ahmad shah qasemi
The document summarizes a study on engineering undergraduates' perceptions of collaborative teaching and learning approaches at Jawzjan University in Afghanistan. The key findings were:
1) Students preferred classes with lots of group work, pair work, and activities rather than teacher-centered lectures. Most students strongly agreed they wanted these collaborative activities.
2) Students also preferred that the teacher act as a facilitator or guide for the class rather than solely lecturing. Over half of students strongly disagreed with teacher-centered classes without student activities.
3) Benefits of collaborative learning discussed in the literature include improved self-confidence, more positive attitudes towards the subject, and opportunities for both stronger and weaker students to learn.
A correlational analysis of students achievement in waec and neco mathematicsAlexander Decker
1) The study examines the relationship between student achievement in mathematics on the WAEC and NECO examinations in four secondary schools in Nigeria.
2) The analysis found a significant positive relationship between student performance in mathematics on both examinations, contrary to the hypothesis that there would be no relationship.
3) It is recommended that students should feel comfortable taking either exam since the results are equivalent.
This document discusses the relationship between teachers' academic self-efficacy and other factors such as academic locus of control, tendencies toward academic dishonesty, and test anxiety levels. It reviews previous literature that has examined the effects of these factors on academic self-efficacy. The study aims to test the relationships between these variables and determine the explanatory ratios between them using structural equation modeling. It surveys 256 teacher candidates to measure their levels on scales of academic self-efficacy, locus of control, tendencies toward dishonesty, and test anxiety.
Curriculum integration in social studies as predictor of academic performance...Alexander Decker
1) The document examines the relationship between curriculum integration in Social Studies and academic performance in Social Sciences.
2) It analyzes test score data from 140 students in Nigeria who took Social Studies (an integrated curriculum subject) and traditional social science subjects like Economics and Government.
3) The results show no strong statistical evidence that integrated curriculum leads to better performance. While Social Studies and Government showed the strongest relationship, other subject comparisons did not correlate well. This suggests curriculum integration may not significantly impact academic performance.
IMPACT OF TEACHER CHARACTERISTICS ON STUDENTS ACADEMIC PERFORMANCE IN PUBLIC...Kimberly Williams
This document summarizes a study that examined the impact of teacher characteristics on student academic performance in public secondary schools in Nigeria. The study used a survey design and collected data from 400 students across 3 schools. The findings showed that teachers' knowledge of the subject matter and teaching method had a significant positive relationship with student academic performance. Specifically, teachers who demonstrated mastery of the subject content, answered student questions well, and used varied teaching methods like field trips had a stronger impact on student learning and exam scores compared to those who relied solely on lectures. The study recommends ongoing teacher evaluation and professional development to help ensure teachers are effectively carrying out their duties.
Students and teachers’ views of difficult areas in mathematics syllabusAlexander Decker
1. The study investigated teachers' and students' views on difficult areas of the mathematics syllabus required for engineering education in Nigeria, using schools in Ogbomosho South, Oyo State.
2. Questionnaires were administered to 15 mathematics teachers and 180 secondary III students across 18 secondary schools to identify difficult topics.
3. The results from analyses using frequency count, percentage, t-test and Chi-square showed that both qualified and unqualified, experienced and less experienced teachers identified the same difficult areas of the mathematics syllabus.
The Relationship Between Class Size And Secondary School Students Academic Pe...ResearchWap
Abstract
The study found the relationship between class size and academic performance of geography students in secondary school in Abeokuta – South Local Government Area of Ogun State.
The study adopted a random sampling technique to select one hundred and twenty respondents in five secondary schools in each ward of the Local Government. Pearson correlation was used to test the hypothesis.
The results showed that male and female teachers were similar in their opinion on the relationship between class size and academic achievement of secondary school students in geography, indicating that the performance of students in large classes was very low compared to those in smaller classes.
It was recommended that policymakers and government should recruit more geography teachers and ensure that more classrooms are built and the number of students in a class should not be more than 30.
This document summarizes a study that examined Malaysian year 1 students' readiness to learn science process skills in English. The study compared students from urban and rural areas and assessed their competency in communication, classification, and observation skills using English terminology. Results showed significant differences between rural and urban students in communication, classification, and observation skills. The findings can help improve science pedagogy in primary schools. The study aimed to determine if differences exist between urban and rural students' competency in science process skills in English, and to assess year 1 students' overall readiness level for learning science in English.
This document summarizes a study that explored the experiences of non-English majors teaching English to learners from various cultural minority groups in the Philippines. The study used phenomenological inquiry to interview 19 teachers. It found that the teachers faced challenges from their lack of English expertise and from teaching diverse students with different needs. However, the teachers were driven to develop new materials and strategies to engage students. The study concluded that providing ongoing support through training and resources could help strengthen teachers' skills and benefit student learning.
Quality of Secondary Schools Trained Geography Teachers in Universities and D...MOHAMEDMUCHIRI
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Effect of Teachers’ Competence in English Phonology on Reading Ability among ...paperpublications3
Abstract: Good performance in English opens doors to many lucrative careers locally and internationally. Teaching reading and success in reading ability is therefore important for young learners. However, the ability for teachers to teach reading is not well documented. Little research has been conducted on teachers’ competence and attitudes towards reading ability among learners at preschool level. The objective of this study was to determine the effect of teachers’ competence on reading ability among pre-school children in Elgeyo Marakwet County, Kenya. The theory of planned behaviour and education production function theory guided the study. The study employed the mixed methods approach. An explanatory research design was used. The target population was all the 1252 pre-school teachers in Elgeyo Marakwet County Kenya. Multistage random sampling technique was used to select the participating schools and individual teachers. A sample size of 294 schools was used. The instruments utilised were questionnaires, and observation schedules. Data was analysed using descriptive and inferential statistics. The study findings revealed that there are more female pre-school teachers than male. It was also found that most of the pre-school teachers were inexperienced. Results indicated that the teachers’ competency in English phonology was below average. The study results indicated that the pre-school children reading ability was poor. Teacher competency in English phonology was found to have a positive significant effect on reading ability of pre-school children (β= .307, p<0.05). The study concluded that pre-school teaching is a gendered profession characterized by low competency in English phonology. It was also concluded that teacher competency in English phonology has a bearing on the reading ability of pre-school children. The study therefore recommended that pre-school teachers be trained to improve their competency in English phonology as to improve the reading ability of pre-school children.
Keywords: English Phonology, Teacher Competency, Reading Ability.
Title: Effect of Teachers’ Competence in English Phonology on Reading Ability among Pre-School Children in Elgeyo Marakwet County, Kenya
Author: Muthoni Bilhah Kiptoo, Prof. Khaemba Ongeti, Prof. J.K. Too
ISSN 2349-7831
International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)
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2) The study found that pedagogy influences performance, with student-centered methods like discussions and projects leading to better outcomes than lecture-based teaching.
3) It also found that availability of teaching/learning materials like textbooks positively impacts performance, while inadequate or ineffective use of facilities hinders curriculum delivery and performance.
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Measuring of academic performance of students is challenging since student performance is the product of socio-economic, psychological and environmental factors. Education ought to be growing as a profitable industry with the prime objective of maximizing profit by delivering high-quality education that produces well educated, skilled mannered students according to the needs and requirements of the dynamically growing market. There are two groups of students as generally perceived, that is those who improve and those who don’t improve. Students' performance is also affected by different factors such as learning abilities because the new paradigm about learning assumes that all students can and should learn at higher levels but it should not be considered as a constraint because there are other factors like race, gender, and sex that can affect students performance Hansen (2000).
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According to Bello Lawal, an Abuja based educationist and a member of the All Nigeria committee of Principals of secondary school (ANCOPSS). The truth is that the reading culture in Nigeria is generally poor. To make it worse, these days, most of our students hardly read. Instead, they waste their precious time watching television or films, listening to music, playing music, and playing video/computer games.
Another educationist Mohammed (2009) attributed the dismal performance in the external examinations to the lackadaisical attitude of the government and its refusal to adequately fund the education sector. According to him, on several occasions, we clamoured for improved budgeting allocation to the education sector but all these have fallen on deaf ears. For instance, UNESCO recommends that 26 per cent of any country’s budget should be allocated to the education sector but instead what do we have in Nigeria.
Government paying lip service to the education sector. Other countries that understand the importance of education have taken proactive steps to adequately fund their edu
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3) Over half of observed teachers had sufficient understanding to teach concepts, but 20% struggled with explanations of mathematical language.
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This document summarizes a study that investigated teacher questioning practices during reading lessons in secondary schools in Indonesia. The study observed three English teachers from three different schools. It found that the teachers relied heavily on questions provided in textbooks for their reading lessons and pedagogy. As a result, the teachers were mainly exposed to and asked low-level questions in their lessons. The study provided insights into teacher questioning strategies in a foreign language context in Indonesia and implications for improving reading instruction through higher-level questioning.
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Influence of area of specialization and years of teaching experience of geography teachers on their level
1. Research on Humanities and Social Sciences www.iiste.org
ISSN (Paper)2224-5766 ISSN (Online)2225-0484 (Online)
Vol.4, No.18, 2014
Influence of Area of Specialization and Years of Teaching
Experience of Geography Teachers on Their Level of Competency
Performance in Teaching Map Work in Secondary Schools in
Kogi State
Professor Samuel Agozie Ezeudu and Ojih, Linus Utazi
University of Nigeria, Nsukka
samagoz@yahoo.com
Abstract
This study is focused on the influence of area of specialization and years of teaching experience of geography
teachers on their competency performance in teaching mapwork in secondary schools in Kogi State. The study
involved 130 geography teachers in al the 196 secondary schools in Idah, Dekina and Ankpa Education zones of
Kogi State. It was guided by three research questions and two hypotheses. The findings of the study revealed
that; (i) educational qualification influences the level of competency performance of geography teachers in
teaching mapwork in secondary schools. (ii) Geography teachers area of specialization influences these level of
competency performance in teaching mapwork in secondary schools. (iii) Geography teachers years of
experience influence their level of competency performance in teaching mapwork. The results of the t-test
revealed that: (i) there is significant influence of geography teachers area of specialization on their level of
competencies in teaching mapwork in secondary schools. (ii) Their is a significant difference between more
experienced and less experienced geography teachers on their level of competencies in teaching mapwork in
secondary schools. Discussion of result, conclusion and recommendations were also proffered in the study.
Introduction
Geography is an essential field to every human being because it consists of knowledge of the world around us.
The study of the distinctive characteristics of geography contributes to the balanced development of the
individual. Harm (1999) opines that education that does not include geography will have a lot of social cost
among which include: deprivation of young students of early awareness of spatial relationships; denial of
students their early exposure to maps and their uses; and it engenders a geographic illiteracy that will last till
adult hood among others. Knowledge of geography and the ability to think geographically aids the individual in
understanding and interpreting the realities of the world.
Among the different components of secondary school geography, mapwork stands out very
significantly. According to Sarah (2001), maps are not the whole of geography, but there can be no geography
without them. Knowledge, skills and competencies acquired in map associated teaching/learning facilitate
effective teaching and learning of other aspects of secondary school geography. Mapwork provides the basis for
critical thinking in geography and facilitates quick understanding of changes that occur in space over time. It is
equally with maps that spatial relation and spatial forms can best been seen and analysed. It also facilitates the
understanding of Global Positioning Satellite (GPS) and Global Information System (GIS) based systems which
are the modern navigational technologies that appear in our everyday life (Wigglesworth, 2003). Maps are
therefore very important in senior secondary school Geography.
The increasing importance of mapwork in the society notwithstanding, the trend of performance in the
mapwork aspect of geography in secondary school examinations conducted by the West African School
Certificate Examination body is generally poor. The consistent poor achievement of candidates in the mapwork
has been partly attributed to the low level of geography teachers’ competence in teaching the mapwork among
other factors. WAEC, (2004 and 2005) Chief examiners’ reports observed that different categories of teachers
with varying academic qualifications, areas of specialization, and teaching experience teach geography in
secondary schools. The reports further indicate the candidates could perform better if they are well taught and
guided by qualified geography teachers. This tends to suggest that students’ performance in mapwork could be
improved if competent teachers are involved in teaching the subject.
The proper implementation of any curriculum depends on the competence of the teachers. The saying
that “no education can rise above the quality of its teachers” is very apt here (Fed. Min. of Edu. 2000), since the
teacher is the most important of all inputs that go into educational provision. Aaronson, Barrow and Sander
(2003) assert that education of the highest quality requires teachers of highest quality. This is true in respect of
geography education as the quality of its teachers determine the outcome of the teaching in terms of students’
performance.
In consideration of the competency performance among geography teachers, the influence of
78
2. Research on Humanities and Social Sciences www.iiste.org
ISSN (Paper)2224-5766 ISSN (Online)2225-0484 (Online)
Vol.4, No.18, 2014
professional qualification, years of teaching experience and area of specialization therefore, become important.
Professional qualifications, area of specialization and years of teaching experience have been found to influence
many outcomes including academic achievements (Koledoye, 2011; Nwachukwu, 1990; Agih, 2008). Could
there influence be identified on the competency performance among teachers of geography mapwork?
Literature Review
Inconsideration of competency gaps among geography mapwork teachers, the influence of professional
qualification, area of specialization and years of teaching experience become important. From available
literature, professional qualification, area of specialization and years of teaching experience have been found to
influence many out comes including academic achievements of students in secondary schools.
Educational Qualification and Competency Performance.
When examining recent studies on teacher competencies in literature, it is highlighted that qualification like
getting a higher level of academic degree should be among what the teacher should strive to have (Laczok-kerr
and Berliner (2002). In a study carried out by Gede (2001) on employees’ characteristics and job performance of
staff of Bayelsa State Ministry of Education, shows that there is a significant relationship between educational
qualification and job performance of employee. This finding lend support to Rugai and Agih (2008) who found a
significant relationship between the educational qualification and job performance of teachers in Bayelsa State.
According to them, a plausible explanation for this is that a more knowledgeable and widely trained teacher
performs better than less knowledgeable and less trained teachers.
Koledoye (2011) carried out a study on the effect of teacher academic qualification on students’
performance at secondary school level. The study aimed at identifying potential differences between the
competence of qualified English language teachers and other teachers with formal education as regards teaching
English Language at secondary school level. The result of the study shows that teachers with higher academic
qualification have more knowledge of the subject matter, competence and skills of teaching and have more
impact on the teaching learning process.
In a research conducted by Goldhaber and Brewer (1997), it was found that mathematics students who
received lesson from a teacher with advanced or master’s degree in mathematics achieved higher scores as
compared to other students whose teachers had no advanced degree or degree in non-mathematics subjects.
Nwachukwu (1990) in his study on teachers’ qualification and areas of specialization as predictors of
students’ performance in J.S.C. Integrated Science observes that students taught by qualified integrated science
teachers performed better than those taught by unqualified ones.
All these have implication for effective teaching and learning of geography mapwork in secondary
schools. Thus quality improvement in geography mapwork depends upon training of teachers. Geography
mapwork teachers cannot be competent unless they are properly trained. This is because the relationship between
teachers performance and students academic achievement scores are important in determining the competency of
the teachers as stated by Koledye (2011) that great teachers are defined in terms of their impact on students
achievement scores.
Area of Specialization and Competency Performance.
According to ISBE (2002) a competent teacher is qualified in a given field of study and such a teacher
demonstrates knowledge in the content area. He further states that such a teacher understands the central
concepts, methods of inquiry and structure of the discipline. And that this enables the teacher to teach the content
he needs in an advanced level of knowledge. Area of specialization enables the teacher to adequately address
detailed higher order questions in the field of study thereby enabling the teacher to demonstrate a clear
conceptual and systematic understanding of the course content.
Nwachukwu, (1990) in his study opines that areas of specialization of unqualified integrated science
teachers affect students’ performance. He observes that the more biologically biased a subject area, the greater
the probability for integrated science students to perform better.
Koledoye (2011) in his study observes that English language teachers that have masters degree in
English language or/and literature with teaching qualification perform better than their counterparts who are
without a formal English language qualification or experts but teach English language in secondary schools. He
opines that teachers knowledge about the subject affect their teaching attitude and eventually the performance of
the students.
In a study conducted by Goldhaber and Brewer (1997), it was found that mathematics students that
were taught by teachers with advanced degree in mathematics achieved higher scores as compared to those
whose teachers had no advanced degree or degree in non mathematics subjects.
All these have implication for effective teaching and learning of geography mapwork in secondary
schools. The quality of geography mapwork teacher in terms of area of specialization and professional
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qualification will largely determine the teacher’s mastery of the content and ability to initiate and innovate to
make him efficient in teaching. In order to investigate whether the same relationship exists in geography
mapwork, and to determine the competency gaps among geography mapwork teachers, this research has to be
conducted.
Years of Teaching Experience and Competency Performance.
Gede and Lawanson (2011) in their study show that there is a significant relationship between experience and
job performance of employees. According to their findings this relationship exists probably due to the fact that
the more experience the employee gathers as a result of long years of service, the higher the performance of the
employee because he/she has to put into practice all the experiences he/she has acquired over the years. This is in
support of the findings of Rugai and Agih (2008) who found a high relationship between teacher experience and
their job performance. They explained that the longer a teacher works in a school, the greater probability that his
productivity will be higher.
According to Jenifer (2010), teachers experience is one of the key factors in personal policies that affect
employees. She further opines that experience promotes effectiveness of the teacher. In her study, she observes
that teachers show the greatest productivity gains during their first few years of teaching after which their
performance tends to diminish.
Multiple studies using data from Carolina and Florida show that average teacher with 1-2 years of
experience are more effective than teachers with no experience (Clotfelter, Ladd and Vigdo, 2007a, 2007b;
Harris and Sass, 2007).
Ladd (2008) in her studies on the value-added modeling of teachers credentials show that on average,
teachers with more than 20 years of teaching experience are more effective than teachers with no experience; but
that they are not much more effective than those with 5 years of teaching experience. All these have implications
on the effective teaching and learning of geography mapwork in secondary schools. This is because according to
Koledoye (2011), teaching is an act that can be refined by training and practice; and that the availability of
competent teacher is very important in the reconstruction of educational system. It is therefore the desire of the
researcher to carry out a similar work among geography mapwork teachers in secondary schools, hence this
study.
Research Questions
The following research questions will guide the study:
1. What is the influence of educational qualification of geography teachers on their competency needed and
possessed by them in the teaching of mapwork in secondary schools?
2. What is the influence of area of specialization of geography teachers on the competencies needed and
possessed by them in the teaching of mapwork in secondary schools?
3. What is the influence of years of teaching experience of geography teachers on the competences needed and
possessed by them in the teaching of mapwork in secondary schools?
Hypotheses
These hypotheses are formulated to guide the study and will be tested at p < 0.05 level of significance.
1. There is no significant difference in the mean responses of sepecilized and non specialized geography
teachers on the competencies needed and possessed by them in teaching mapwork in secondary schools.
2. There is no significant difference in the means between more experienced and less experienced geography
teachers on their level of competencies in teaching mapwork in secondary schools.
Design of the Study
The design of the study is an evaluative design. Evaluative design according to Ali, (2006) uses sample of an
investigation to explain what is in existence or non- existent on the present status of phenomena being
investigated. The design is suitable for the study because the competencies needed and possessed by geography
teachers are investigated to show competency gaps to be filled for effective teaching of geography mapwork in
secondary schools.
Area of the Study
The study was carried out in three Education Zones of Kogi State (Idah, Dekina and Ankpa Education Zones). In
Idah Education Zone, there are four local government areas (Idah, Ibaji, Igalamela/Odolu and Ofu Local
Government Areas). In Dekina Education Zone, there are two Local Government Areas (Dekina and Bassa Local
Government Areas). And in Ankpa Education Zone there three Local Government Areas (Ankpa, Omala and
Olamaboro Local Government Areas). The zones comprise of predominantly civil servants, majority of which
are primary and secondary school teachers. The choice of the area of study is due to the recorded consistent poor
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performances of students in geography mapwork in the WASC/NECO Exanimations in the secondary schools in
the zones.
Population of the Study
The target population of the study is all the senior secondary school geography teachers in Idah, Dekina and
Ankpa Education Zones of Kogi State. Available records show that there are 205 geography teachers in the
Zones (Ministry of Education, Idah, Dekina and Ankpa Zonal Offices, 2012). The estimated population of
students offering geography at the senior secondary school level is 3,590 students in the 195 secondary schools
in the zones. The choice of geography teachers as the population of the study is the fact that they will provide the
responses to the questionnaire in the area of competences possessed or not possessed by them.
Sample and Sampling Technique
The representative sample of 120 geography teachers was randomly selected from the secondary schools in the
study area. A stratified random sampling was used to select respondents from all the secondary schools in the
study area.
Instrument for Data Collection
The researcher developed instrument which was used in data collection. It is titled “Competency Possessed by
Geography Teachers in Teaching Mapwork (CPGTM)” The instrument was developed by identifying the skills
required in map reading and then constructing items that can indicate the teachers possession or non- possession
of competencies in teaching the skills identified in literature. The teachers were required to indicate their
competency/non-competency levels in imparting the stated mapwork skills on a 4-point likert type scale of Very
Highly Possessed, Possessed, Not Possessed and Not Very Slightly Possessed with the corresponding value of 4,
3, 2 and 1 respectively. Also, the needed response category has a rating scale of Very Highly Needed (4 points),
Needed (3 points), Not Needed (2 points) and Not Very Slightly Needed (1 point).
Validation of the Instrument
The developed instrument was validated by three science education specialists in the Departments of Science
Education and Social Science Education, University of Nigeria, Nsukka. Two of them are specialists in
measurement and evaluation and one in geography education. The research topic, purpose of the study and
research questions and the constructed instrument were given to them for scrutiny. They were required to
examine the instrument in terms of level of language of expression, ambiguity, duplication of statement
relevance of items to research purpose and research questions and the adequacy of the items among others. The
comments and suggestions of the validates were used in producing the final copy of the instrument for data
collection.
Reliability of the Instrument
The reliability of the instrument was determined using Cronbach’s Coefficient alpha reliability method. Twenty
copies of the instrument were administered on twenty geography teachers in Okene Education Zone of Kogi
State which is outside the study area. Their scores on needed and possessed competencies were obtained. The
differences in the needed and possessed competencies which were the competency gaps among the geography
teachers were noted. The scores were split in to two equal half. The split half scores of the instrument were
correlated to find the coefficient of internal consistency and a reliability coefficient of 0.98 was obtained.
Method of Data Collection
The instrument was administered directly by the researcher and three research assistants to geography teachers in
the area of study. The teachers from each school in the area of study were required to complete the questionnaire
on the spot, and it was collected back from them by either the researcher or his research assistants. This ensured
a high rate of return of the copies of the questionnaire.
Results:
Research Question One: what is the influence of educational qualification of geography teachers on the
competencies needed and possessed by them in the teaching of mapwork in secondary schools?
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Table 1: mean analysis of the influence of educational qualification of geography teachers on the competencies
needed and possessed
Area of Specialization N Mean Std. Deviation
Geography 93 3.0772 .48374
Non Geography 27 2.0065 .31246
82
Qualification
N Mean Std. Deviation
NCE 43 2.7100 .31654
B.SC 4 2.7688 .63324
B.SC ED 29 3.4966 .19829
B.ED 16 2.1623 .66219
M.ED 5 3.8000 .13807
HND 5 2.1250 .26984
Total 102 2.8747 .63788
Table 1 analysis reveals that the mean and standard deviation of NCE geography teachers are 2.7100
and 0.31654 respectively. B.Sc geography teachers have theirs as 2.7688 and 0.63324 respectively, B.Sc Ed
geography teachers have theirs as 3.4966 and 0.19829 respectively, B.Ed geography teachers have theirs as
2.1623 and 0.66219, M.Ed geography teachers have theirs as 3.800 and 0.13807 respectively while HND
geography teachers have theirs as 2.1250 and 0.26984 respectively. The analysis shows that the geography
teachers with M.Ed qualification have higher competencies than every other class of geography teachers
followed by the geography teachers with B.Sc Ed and so on.
Research Question Two: What is the influence of area of specialization of geography teachers on the
competencies needed and possessed by them in the teaching of mapwork in secondary schools?
Table 2: mean analysis of the influence of area of specialization of geography teachers on the competencies
needed and possessed
Table 2 analysis indicates that the mean and standard deviation of the specialized geography teachers are 3.0772
and 0.48374 respectively, while those of the non specialized geography teachers are 2.0065 and 0.31246
respectively. This implies that the specialized geography teachers have higher mean of the competencies needed
and possessed by the geography teachers than the non specialized geography teachers.
Research Question Three: What is the influence of years of teaching experience of geography teachers on the
competencies needed and possessed by them in the teaching of mapwork in secondary schools?
Table 3: mean analysis of the influence of area of specialization of geography teachers on the competencies
needed and possessed
Experience N Mean Std. Deviation
More Experienced 36 3.4456 .49607
Less Experienced 84 2.8545 .60855
The analysis of data in Table 3 shows that the mean and standard deviation of the more experienced geography
teachers are 3.4456 and 0.49607 respectively, while those of the less experienced geography teachers are 2.8545
and 0.60855 respectively. Thus, more experienced geography teachers have higher mean competencies needed
and possessed by them for the teaching of geography mapwork.
Hypothesis One: There is no significance difference in the mean responses of specialized and non specialized
geography teachers on the competencies needed and possessed by them in teaching mapwork in secondary
schools.
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Vol.4, No.18, 2014
Table 4: t test analysis of the influence of area of specialization of geography teachers on the competencies
needed and possessed
Non Geography 27 2.0065 .31246 .000
Less Experienced 84 2.8545 .60855 .000
The analysis of data in Table 5 shows that the probability value associated with the calculated value of t
83
Area of
Specialization
Number
Mean
Std.
Deviation
Df t-cal Sig. (2-tailed)
Geography 93 3.0772 .48374
118
10.844
The analysis above shows that the probability value associated with the calculated value of t (10.844) is 0.000.
Since the probability value of 0.000 is less than the 0.05 level of significance, the null hypothesis will not be
accepted. Thus, there is a significant difference in the mean responses of specialized and non specialized
geography teachers on the competencies needed and possessed by them for the teaching of geography mapwork.
Hypothesis Two: There is no significance difference in means between more experienced and less experienced
geography teachers on their level of competencies in teaching mapwork in secondary schools.
Table 5: t test analysis of the influence of experience of geography teachers on the competencies needed and
possessed
Experience Number Mean Std. Deviation Df t-cal Sig. (2-tailed)
More Experienced 36 3.4456 .49607
118
5.139
(5.139) for the influence of experience on the competencies needed and possessed by geography teachers is
0.000. Since this value (0.000) is less than the 0.05 level of significance, the null hypothesis will not be accepted.
Thus, there is a significant difference in means of more experienced and less experienced geography teachers on
the competencies needed and possessed by them in teaching geography mapwork.
Discussion of Results
The analysis of data to research question one in table 1 shows that there is significant influence of educational
qualification of geography teachers on the competencies possessed by them in the teaching of mapwork in
secondary schools. This finding lends support to Koledoye (2011) who found that teachers with higher academic
qualification have more knowledge of the subject matter, competence and skills of teaching and have more
impact on teaching learning process. Goldhaber and brewer (1997) have eelier found that teachers with advanced
or master’s degree in their subject areas have higher impact on their students compared to other teachers without
advanced or master degree.
The research question two in table 2 shows that there is significant influence of area of specialization of
geography teachers on the competencies possessed by them in the teaching of mapwork in secondary school.
This finding lend support to ISBE,(2002); Koledoy (2011) who found that area of specialization enables the
teacher to adequately address detail higher order question in the field of study there by enabling the teacher to
demonstrate a clear competence and systematic understanding of the course content. The quality of geography
mapwork teacher in terms of area of specialization will legally determine the teacher’s mastery of the content
and ability to initiate and innovate to make him efficient in teaching.
The research question three in table 3 shows the influence of years of teaching experience of geography
teachers on the competencies needed and possessed by them in teaching mapwork in secondary schools. This
finding lends support to Rugai and Agih (2008) who found a high relationship between teachers experience and
job performance. They explained that the longer a teacher works in a school, the greater probability that his
performance will be higher.
The analysis of the data to hypothesis 1 in table 4 shows there is a significant difference in mean
responses of specialized and non specialized geography teachers on the competencies needed and possessed by
them in teaching mapwork in secondary schools. This is because the quality of geography mapwork teacher in
terms of area of specialization will determine the teacher’s mastery of the content and ability to initiate to make
him efficient in teaching. This finding lend support to ISBE(2002); Koledoye, (2011); Goldhaber and
Brewer(1997) who among other things found that area of specialization enables the teacher to adequately address
detailed higher order questions in the field of study thereby enabling the teacher to demonstrate a clear
conceptual and systematic understanding of the course content.
The study also found that analysis of hypothesis 2 in table 5 there is significant difference between
more experienced geography teachers on their level of competencies possessed in teaching mapwork in
secondary schools. This is because experience promotes the effectiveness of the teachers. The more experience
the geography teachers gathers as a result of long years of service, the higher the performance of the teacher.
This finding lends support to the findings of Koledoye (2011) and Agih (2008) who found a high relationship
between teachers experience and their job performance. They explained that the longer a teacher works in a
school, the greater probability that his productivity will be higher. They also found that teaching is an act that
can be refined by training and practice and that the availability of competent teacher is very important in the
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ISSN (Paper)2224-5766 ISSN (Online)2225-0484 (Online)
Vol.4, No.18, 2014
reconstruction development of educational system.
Educational Implication
The findings of the study have the following educational implications:
1) Because of the in competencies expresses by those who are not specialized in geography and the less
experienced geography teachers that teach mapwork in secondary schools, it will stand to mean that
professionally qualified and experienced geography teachers should be employed to teach geography
mapwork in our secondary schools. And if for whatever reason the other categories of teachers have
to be employed to teach geography (mapwork), they should be made to undergo regular training and
re-training programmes in other to fill the competency gaps that exist among geography teachers for
effective teaching of mapwork in secondary schools.
2) The ministry of education should use the competencies identified as needed by geography mapwork
teachers in this study and develop them into an evaluation instrument from which teachers can be
assessed while in class by school inspectors and supervisors. This will provide a means for
determining those teachers to be recommended for in-service/re-training programmes.
3) The findings of the study also have implication for institutions training geography teachers. The
institutions should be encouraged to develop the identified competencies into an evaluation
instrument for evaluating pre-service teachers during teaching practice sessions. The student teachers
should be made to perform satisfactorily in most, if not all the competencies in the instrument before
being allowed to graduate.
Conclusion
This study has identified the competencies needed and possessed by geography mapwork teachers. It has also
identified the competency gaps among geography teachers in the teaching of mapwork in secondary schools. It is
expected that adequately planned and implemented training and re-training programmes that is based on the
findings of this study will equip geography teachers adequately to teach mapwork effectively in secondary
schools. As a result students’ achievement both in internal and external examination will improve.
References
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