Assessment of Teachers’ Competence for Implementing Senior Secondary School Geography Curriculum in Mangu Local Government Area, Plateau State, Nigeria

Dickson S. Dakur, Nanfwang P. Muwus

Abstract


The study assessed teachers’ competence in implementing the senior secondary school geography curriculum in Mangu Local Government Area of Plateau State, Nigeria. The study specifically assessed geography teachers’ competence in respect of lesson plan and delivery, mastery of subject matter, effective use of instructional materials and qualification. The descriptive survey research design was adopted, while a sample of 44 geography teachers was used for the study. Four research questions was answered, and one hypothesis tested during the study. A structured questionnaire on geography teachers’ competence for implementing the geography curriculum was used for data collection. The reliability of the instrument was established at .86 using Cronbach alpha method.  The data collected for the study was analyzed using mean, standard deviation, frequency count, simple percentage and t-test of independent samples. Findings of the study revealed that the competency level of most geography teachers in implementing the curriculum was moderate. The study also revealed that most geography teachers had low mastery of the content of the curriculum and were ineffective in the use of instructional materials. The study further showed that most of the geography teachers did not have the qualification for teaching geography at the senior secondary school level. It was also found that teachers who had the qualification were more competent in implementing the curriculum than their unqualified counterparts. A few recommendations were made in line with the findings of the study.  

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References


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