Factors hindering Geography Teachers from Designing Meaningful Pedagogical Activities in Secondary Schools, Kenya
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Date
2019-10
Journal Title
Journal ISSN
Volume Title
Publisher
International Journal of Research and Innovation in Social Science (IJRISS)
Abstract
The purpose of the study was to investigate difficulties
facing Geography teachers from designing meaningful
pedagogical activities when teaching and learning Geography in
Secondary Schools. Like any other pedagogical issue, teaching
and learning of Geography in Secondary Schools faces and poses
a wide range of challenges. These challenges range from
expertise, technical and logistical support from the school
administrative arising from the instructional established system,
practices and traditions. This study was set to establish from
both the school Geography teachers and department
administrators whether they were aware of any challenges that
existed in the teaching and learning of Geography. The study was
based on Shulman, 1987, a model of knowledge growth in
teaching. It adopted a descriptive cross-sectional survey
targeting public Secondary Schools Geography Heads of the
Department, Geography teachers and form three and form four
Geography students. Data were collected using questionnaires
for Geography Teachers, interview schedules for Heads of
Department and an observation checklist were used to
investigate the types of instructional resources used in form three
(3) and form four (4) Geography lessons. On the teaching and
learning process, the respondents cited many deficiencies such
inadequate duration for covering the syllabus, examinationoriented programme and cheating, understaffing and lack or
inadequate instructional resources. The researcher, therefore,
concluded there is little or no technical and logistical support
provided to the Geography Department and in particular to
Geography teachers in terms of financial resources, instructional
resources, and in-service programmes to facilitate proper
preparation for quality instruction. It was therefore
recommended, to manage emerging pedagogical technological
challenges in teaching and learning of Geography in Secondary
Schools, there is a need for teachers to invest adequately on
computer-aided instruction. This strategy will not only promote
its quality but also make it relevant to the needs of learners and
teachers of Kenya and beyond
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Citation
Muchiri, M. M., & Mwaniki, K. S. (2019). Factors Hindering Geography Teachers from Designing Meaningful Pedagogical Activities in Secondary Schools, Kenya.