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.