TUMAINI UNIVERSITY
MAKUMIRA
A Case of Meru District
Arusha Region
By
PETER L. MSOFE
A RESEARCH PAPER SUBMITTED TO FACULTY
OF EDUCATION IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF THE
DEGREE OF BACHELOR OF EDUCATION OF TUMAINI UNIVERSITY MAKUMIRA
USA-RIVER, ARUSHA TANZANIA
JUNE, 2015
TUMAINI UNIVERSITY
MAKUMIRA
THE IMPACTS OF TEACHING
AND LEARNING AIDS IN GEOGRAPHY TO THE STUDENT’S ACADEMIC PERFORMANCE IN
SECONDARY SCHOOLS
A Case of Meru District
Arusha Region
By
PETER L. MSOFE
TUMa/BEd/12/1074
A RESEARCH PAPER SUBMITTED TO FACULTY
OF EDUCATION IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF THE
DEGREE OF BACHELOR OF EDUCATION OF TUMAINI UNIVERSITY MAKUMIRA
USA-RIVER, ARUSHA TANZANIA
JUNE, 2015
DECLARATION
I, PETER L. MSOFE,
declare that this research paper is my own original work for Tumaini University
Makumira. This has not been presented any other University for a similar award.
Candidates’ Signature………………… Registration Number……………………..
Date ………………………………………………….
DEDICATION
This research work is dedicated to my beloved
parents, Mr. & Mrs. LEONARD MSOFE, who were my strength indeed in my
studies.
ACKNOWLEDGEMENTS
This
research work from problem identification to final report has been an immense
journey. I wish to extend my heartfelt thanks to
my creator Almighty
God that I, am
alive and doing well with my studies. I am doing all these because of
His Grace. Thanks you Jesus my Lord.
I
am delighted to express my appreciation to my supervisor Mr. MOKORO D
KOSIA who devoted his time
tirelessly to advice, encourage and
direct me in every step when I was conducting this study. His efforts inspired
me to continue doing this work to the end.
I
thank all my lecturers and instructors for they contributed a lot to my
studies. I seriously value their academic moral and material support for the
whole time I stayed at the Tumaini University Makumira.
Again,
I offer much thanks to the teachers and students of Muungano Secondary School and
Uraki Secondary Schools found in Arusha Region for their contributing much to
the perfection of this research paper.
To all these, I say God Bless them all.
Title Page .............................................................................................................................. i
LIST OF TABLES
Table 1: Distribution of
Respondents………………………………..……………………13
Table 2: teachers response on the
availability of teaching aids of geography in secondary school……………………………………………………………………………...14
Table 3: students response on the availability of teaching aids of geography
in secondary school…………………………………….………………………………………..14
Table 4: perception of learners when the teachers teaching
without teaching and learning aids……………………………………………...………………………………... 16
ABSTRACT
This
research paper investigated about the impact of teaching and learning aids in
teaching geography in secondary schools. Two community secondary schools were
selected in Arusha region in Meru district. These were Muungano secondary
school and Uraki secondary school. The researcher used two methods in data
collection, which are interview and questionnaires. The study revealed that the
lack of teaching-learning aids, in community secondary schools made students
fail in their academic performance. The researcher recommended that the
Government, the Heads of School and teachers
make a collective effort to the best of their ability to make sure that
teaching-learning aids in teaching geography subject are like maps, charts,
graphs in the teaching-learning process available and are used effective.
Key
Words; Teaching, learning, geography subject, teaching and learning aid,
academic performance and secondary schools
CHAPTER ONE
INTRODUCTION
1.1 Background of Problem
Teaching
aids are valuable instructional tools that can help make learning more
effective and interesting. They facilitate learning through the stimulation of
the senses. To be effective, aids should be used to achieve a definite purpose
and they should be well constructed to gain the learner's attention and sustain
interest. The geography teacher should bear in mind the age-old dictum: that a
picture is worth a thousand words; or if only we could see what we think about,
we should think very differently about it.
Lambert
and Balder stone (2000) argue that
teaching materials should be
analyzed to identify bias of any
kind because when ‘biased’ materials are
used by pupils we need to develop teaching and learning strategies that may
help them to identify challenge and
address any bias. Lambert and Balder stone (2000) further point out that the range
of resources that geographers can draw upon is extensive. This is seen by
pupils as one of the major attractions of the subject.
However,
if geography teachers recognize some of the notions of what geography is about,
the nature and quality of the resources that they use is of more fundamental
importance. Smith’s (1997) comments summarize evidence from inspections of
geography lessons which frequently reveal a link between poor quality, poor use
of resources and ineffective teaching and learning in geography. It therefore,
follows that resources and how they are used have an important role to play in
pupil s’ intellectual development.
Teaching/learning resources in geography are an essential part of the
learning process.
It is
important for pupils to have a variety of learning experiences. If teachers
provide materials that add interest to the lesson this can help to reinforce
learning (Quist 2000).Therefore, the importance of text books and school
geography teaching/learning resources cannot be over emphasized. Students
cannot reach relatively satisfactory levels of learning and achievements in the
absence of appropriate geography teaching/learning resources (Kelly, 1999).Such
materials are all the more important where newspapers, periodicals, books and
writing materials are not commonly found in students’ homes . Kelly (1999)
further argues that educational materials and equipment are aids to the teaching and learning process. The early
availability of adequate educational materials and equipment should play
important role in the implementation of whatever reform. There can be no
meaningful teaching and learning without educational materials.
Modern
geography teaching is concept centered, and the complex nature of the
discipline calls for more sophisticated teaching and methods, hence the great
emphasis on teaching aids impacting. (Bulimo et.al, 2010) indicated that
availability of adequate learning resources would lead to high quality of
education in school hence improvement in performance of national examinations.
According
to the World Bank (2001) teaching and learning materials are critical
ingredients in learning and the intended curriculum cannot be easily
implemented without them. Most of students in community secondary schools do
not perform well in geography subject because of problem of inadequate of
teaching and learning aids. Therefore it is with these ideas that the
researcher aimed to investigate the impacts of teaching and learning aids to
the student’s academic performance in secondary schools and find out the
possible ways of solving the problem so as it would improve the quality and
quantity of education in Tanzania.
1.3 Purpose of the Study
The
purpose of study focused on the role of teaching aids in teaching geography in
secondary schools.
1.4 Objectives of the Study
i. To investigate the availability of teaching aids of geography
in secondary schools.
ii. To investigate what types of teaching aids used in geography
subject.
iii. To check out if learners are interested with lesson when
teaching aids are used in school
1.5 Research Questions
i.
Are the teaching aids
available in the school?
ii.
What types of teaching
aids used by the teachers when teaching geography lesson?
iii.
Are students interested
when teaching aids are used in lesson?
The findings of this study will be useful to different
educational stakeholders’ in Tanzania. These include researchers, students, teachers as well as The
Ministry of Education and Vocational Training (MoEVT).
Firstly,
the findings of study will enable the researcher as a geography teacher when
employed to utilize effective use of teaching and learning aids in the process
of teaching and learning for student’s academic achievements. Also to other
researchers the findings of this study will expand knowledge on different
matters that impedes teaching and learning aids and its impacts to the
student’s performance in secondary schools specifically in geography subject.
The
findings also will enable students to know their position in teaching and
learning process since they are now able to understand the impacts of using
teaching-learning aids in relation to their academic performance.
To the teachers the findings of the study will create
awareness to them on the impacts relating to the use of teaching-learning aids
in the process of teaching and learning geography subject.
To the Ministry of Education and Vocational
Training the findings of the study will enable them to know the impacts of
teaching and learning aids relevance to the student’s academic performance in
Tanzania secondary schools and how to alleviate the situation based on
suggestions provided by the researcher.
The study conducted in Uraki and Muungano secondary schools
in Meru district found in Arusha region. The study involved both teachers and
students, the study focused on the impacts of teaching and learning aids in geography
to the student’s academic performance in secondary schools.
1.8 Limitations of the Study
The
researcher faced several problems during the study such as scarcity of money
and inconveniences within schools time table and research activities. The researcher
took the following measures to the problems encountered,
For the case of money
the researcher decided to borrow some money from his friends so as to meet all
necessary expenses, to avoid inconveniences within schools time table, the
researcher decided to visit those schools for data collection after class
hours.
Teaching
is the process of imparting knowledge or instructing someone in how to do
something especially in a school or as part of a recognized program (Concise Oxford
Dictionary 6th Edition).
Learning is
the process by which we acquire and retain attitudes, knowledge, understanding,
skills and capabilities that cannot be attributed to inherited behavior
patterns or physical growth (Farrant, 1980).
Geography subject is
defined as the field of knowledge that studies the relationship between the
earth and its people (Manacsa et. al 2002:1).
Teaching and learning aids
(Thungu, 2011) define teaching and learning aids as instructional materials,
teaching and learning aids or educational media.
This
chapter specifically is concerned with literature review on the use of teaching
and learning aids in geography, importance of teaching and learning aids in
geography, teacher attitude toward
teaching and learning aids in geography, teacher’s challenges in creating
teaching and learning aids
Geography
teachers must have available a large number of instructional aids such as maps,
globes, still and moving pictures and some kinds of specialized equipment such
as stream tables, drawing materials
and models (Morris,1968) .
Using
educational teaching aids can boost students’ success in the class room. These
aids reinforce what a teacher says and
ensures the main points are understood. Moriss, (1968) has pointed out that
geography as any subject in the curriculum must be visualized to be understood.
The student with a vivid imagination who can “see” the earth rotating on its
axis or revolving in its orbit is better able to grasp many more concepts than
the student with little or no imagery perception. Geography teaching is a
challenging job, whether you are in charge of a public school or private
one. Fortunately, there are many
teaching/learning aids available to make the job easier.
Martin
and Bailey (1996) pointed out that geography is a resource- rich subject and
that few if any other subjects taught in schools command and demand the use of
such a rich variety of resources, in term of both type of resource and range of
geographical content. Failing to make full use of this range is to fail to take
advantage of one of the attractions the subject has to offer
Klerk
(2009:36) maintains that most of the content of the syllabus lead itself to the
use of visual aids such as photograph, diagrams, graphs, maps etc. These will
give learners opportunity to develop the skills they need to be able to analyze
and interpret information from variety of sources. This method will address one
of the main concern in the examiner reports namely that candidate’s fact to
analyze and interpret sources correctly and effectively.
As the
saying goes, a picture is worth a thousand words. When teaching geography,
images are valuable tools that can increase students ‘comprehension of
materials referred to in the classroom or passage text ((Wither,
2006).Geographical photographs can be found in newspaper archives, in private
collections or even through an online search (Withers, 2006).
Teaching
aids are very helpful and can be used to strengthen and support the learning
materials. Several teaching aids are available and include posters, maps,
graphs, photographs, newspapers, magazines and books as well as television,
radio, video and film. Teachers are encouraged to collect appropriate aids
before starting a module and keep the material available in the classroom for
the duration of the module.
Kyriacou (1991) argues that teachers of geography should be
able to draw up on a very rich variety
of resources and that the
resources teachers use and the way in which they use them help teachers to
bring what they teach alive. As such they have an important influence on
pupils’ interest and motivation to learn. The quality and suitability of the
resources that geography teachers select and the ways in which they are used by student are critical
factors influencing whether learning is
successful or not.
Mukalel (1998:137) emphasizes that the teacher in the
classroom has at his disposal a large variety of factors to organize as part of
his classroom teaching as a system to undertake effective teaching. The
interaction that he is expected to achieve between the students and himself
depends on the nature of this organization of the teaching components. Broadly
speaking he has four different components at his disposal, first: the language
which functions as the medium, second; the content material that is to be put
across, third; the classroom techniques which he is employs and fourth; the
teaching materials which are at his creative resources to coordinate these
components of the system in such a way
that his work emerges as most productive.
However, if geography
teachers recognize some of the notions of what geographyis about, the nature and quality of the resources that they use is of
more fundamental importance. Smith’s (1997) comments summarize evidence from
inspections of geography lessons which frequently reveal a link between
poor quality, poor use of resources and ineffective teaching and learning in
geography. It therefore, follows that resources and how they are used have an
important role to play in pupils’ intellectual development. Teaching/learning
resources in geography are an essential part of the learning process.
Some teachers instead of understanding that teaching aids are
for making teaching more effective, have the idea that they make the teacher’s
life easier. Consequently, they tend to give up as soon as they find what hard
work it is in making them and planning their use (Farrant 1980:291).Hence
failing to plan for effective use of teaching and learning aids in the process
of teaching and learning. If geography
teaching/learning resources are available but no one has used them then such
resources serve no learning purpose
The
literature review shows that, different scholars have discussed teaching and
learning aid. However this study will focus particularly on the impact of
teaching and learning aid in academic performance in geography for secondary
schools
The researcher found that there stills a lot of thing to be
done to solve the problem of the use teaching and learning aid in geography
subject. However the past studies have been done in different environment and
time but some aspect of the study have not been tackled.
Consequently the researcher found that, there was a need for
conducting a research about the impacts of teaching and learning aids to the
student’s academic performance in secondary schools, with the experienceofthe
same problem in order to cover the gap of what other researcher have left.
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
Sharma, (2008) show a
research methodology as general strategies followed in collecting and analyzing
data necessary for solving the researcher’s problem. Also he suggests that, the
methods are dictated by the nature of the problem and the type of data required
for answering the questions related to research. This chapter deals with research approaches, area of study, sampling
techniques, data analysis procedures and methods for data collection
(questionnaires and interviews)
3.2 Research Approach/Design
The type of research
design used in this research was case
study design. Kothari (2004), define Case Study as a form of
qualitative analysis whereby in careful and complete observation of an
individual or situations done. In this study a researcher will employ a Case
Study Approach due to the fact that this method enable him to use one or more
of several techniques depending on the situation, such techniques will be interview,
questionnaire, observation. Also a Case Study will enable a researcher to get
real records of personal experiences as well as making the study to more
flexible and interesting to both the respondents and the researcher.
The study was conducted at Uraki and Muungano secondary
schools, these schools are located in Northern East part of Tanzania that is
Arusha region. Uraki secondary is found in Makumira village and Muungano is
found in Usa river area, both of schools are found in Meru district Arusha
region. Where by Uraki secondary school is about 2km from Makumira bus stop on
the way to Mererani and Muungano is about a 1 km from Usariver bus stop. In
addition Uraki secondary school is nearby Uraki Primary school, the social
economic of the dwellers of the place is agriculture and pastoralist.
3.4 Population of the Study
Population
is all numbers of any well-defined class of people, events or objects.
Population also can be defined as a group of people, animals, birds and things
of interest from whom or which information can be obtained (Ary, et al 2006).
The population for this study consisted of students and teachers of Uraki and
Muungano secondary schools. From
the total population which was expected in two schools, 40 respondents were
picked as behalf of whole population. That is 20 member from each school, where
by 16were students which 4 students represented each class that is form one to
form four (4x4=16) and the other 4 were teachers.
3.4.1 Sample Size
The
sample of this study included 32 students and 8 teachers in both schools make
total of 40, by which both Muungano secondary school and Uraki secondary school
was provided 16 questions, students had
8 questions, and teachers was provided with 8 questions by considering gender
The sampling technique that a researcher used in
selecting sample size was simple random sampling. This was selected because it
gives equal opportunity for any student and teacher to be selected. The procedure involved the preparation of
pieces of paper used in choosing sample size from target population. Both
teachers and students are selected.
3.5 Methods of Data Collection
The
research used interview guide and questionnaire guide as a method of data
collection whereby interview administered to teachers and questionnaires to the
students.
3.5.2 Interview
Interview
involves presentation of oral verbal response. This is a useful method for data
collection as it assists the respondents to be more elaborative hence the
attainments of better findings (Kothari, 2004, p.77). This method helped the
researcher to obtain reliable information.
3.5.2 Questionnaires
The
researcher also used questionnaire method during data collection. Farrant
(1980) says “Questionnaire is the method of data collection which is widely
used in the society”. It involves the use of written down items to which the
respondents individually respond in writing. The items are in the form of
statement or questions.
3.6 Data Analysis Procedures
In doing this
study, the researcher collected data from the participants; then the researcher
analyzed each data according to the responses from students, teachers. The
analysis of each data followed the interpretation in which lead to discussion
and research question. The data presented by using deceptive and discussion.
This helped the research in the interpretation and description of data view
from the respondents quoted for more information.
CHAPTER FOUR
DATA ANALYSIS, INTERPRETATION AND DISCUSSION
4.0 Introduction
This
chapter presents the research findings, analysis and discussion of the data
gathered during collection of data regarding the study. The findings, analysis
and discussion of data were developed out of research objectives and questions
by which the researcher aimed to assess the impacts of teaching and learning
aids in geography to the student’s academic performance in secondary schools.
Table
4.1 shows the respondents who were used for data collection.
Table 4.1: Distribution
of Respondents
|
NAME
OF SCHOOL
|
STUDENTS
|
TEACHERS
|
TOTAL
|
||
|
Male
|
Female
|
Male
|
Female
|
||
|
URAKI
|
8
|
8
|
2
|
2
|
20
|
|
MUUNGANO
|
8
|
8
|
2
|
2
|
20
|
|
TOTAL
|
16
|
16
|
4
|
4
|
40
|
The above table 4.1 shows that the
researcher used 16 students and 4 teachers by considering gender, which made up
20 respondents from each school. This made a total number of 40 respondents
from Muungano secondary and Uraki secondary school; therefore the data
collected from this sample of population should be taken as representing a real
situation.
4.1 Availability of teaching aids of geography in secondary schools
The
study intended to investigate on the availability of teaching and learning aids
on geography. The information about availability of teaching and learning aids
were collected from interviews questionnaires and administered to the geography
teachers and students from two secondary schools in Meru district whose summary
was presented in table 4.2 below
Table 4.2 Teachers response on the Availability of
teaching aids of geography in secondary schools
|
Reponses
|
Frequency
|
Percentage
(%)
|
|
Agree
|
6
|
75
|
|
Disagree
|
2
|
25
|
|
Total
|
8
|
100
|
The
data show that teaching and learning aids were available in schools despite the
fact that not all types were available. Teachers argued that this problem of
lack enough teaching and learning aids in geography contribute to the poor performance
of the students
Table 4.3 Students response on the Availability of
teaching aids of geography in secondary schools
|
Reponses
|
Frequency
|
Percentage
(%)
|
|
Agree
|
25
|
76.5
|
|
Disagree
|
7
|
23.5
|
|
Total
|
32
|
100
|
From
the table where 76% of students respond that, teaching and learning material
for geography were available. Although 23% students say that, teaching and
learning material are not enough. Also they say that many teachers are not like
to use teaching and learning material.
Geography
teachers must have available a large number of instructional aids such as maps,
globes, still and moving pictures and some kinds of specialized equipment such
as stream tables, drawing materials
and models (Morris,1968). This is an indication that the
teaching and learning processes could be successful at a certain level.
4.2 Types of teaching aids used in geography subject
The
aim of this study was to examine how the uses of teaching and learning aids do
influence students’ academic performance. The students were required to opt
between YES and NO if their teachers do use teaching and learning aids in the
process of teaching-learning geography. Also teachers opt if they normally use
teaching-learning aids and required to mention them. The findings of the study
showed that all teachers agreed that they do use teaching-learning aids in
teaching geography and mentioned maps, charts, graphs and pictures as among the
aids being used in the
teaching-learning process. However, 40% of students who answered this question
said that their teachers do not use teaching- learning aids during the lesson.
While 60% of the students agreed that their teachers do use teaching-learning
aids in the lesson. On the other hand almost all students said that the use of
teaching-learning aids had great influence to the student’s academic
performance in geography subject.
This seems to suggest that the use of teaching and
learning aids in geography subject have great influence to the students’
academic performance as students are able to understood the topic well and gain
knowledge easy. Thus, they are able to see how things are in reality or through
charts, maps, picture and graphs which in turns contribute towards their
academic performance.
4.3 Students interest on teaching-learning aid on geography
The
study intended to investigate students’ interest on teaching-learning aids
during the processes of teaching and learning geography. Here a researcher
intended to know the interested of learners with lesson when teaching aids are
used in the lesson, and also perception of learners when the teachers teaching
without teaching-learning aids
The
information about student’s interest when teaching and learning were used was
collected from questionnaires administered to geography students from two
schools Meru District. The data show that, student’s
interest on the subject matter, all they are enjoying when teaching and
learning aids were used during the teaching and learning processes. This was an
indication that, if teaching and learning aids were used then there could
motivate learners interest thus lead to success and achievements to the
learners.
Also
the study intended to investigate the perception of learners when the teachers
teaching without teaching-learning aids. The information about perception of learners when the teachers
teaching without teaching-learning aids was collected from questionnaires
administered to geography students whose summary was presented in table 4.3
below
Table
4.4 Perception of learners when the teachers teaching without teaching-learning
aid.
|
Responses
|
Frequencies
|
Percentages %
|
|
It’s
ok
|
2
|
6.3
|
|
The
lesson is not well understood
|
21
|
65.6
|
|
The
lesson may be understood or not understood
|
9
|
28.1
|
|
Total
|
32
|
100
|
The
data show that, most of students are not well understood when the teachers
teach geography without teaching-learning aids during the processes of
teaching-learning. This show that, lesson were understood when teaching and
learning aids were used. This means that, teaching and learning aids were very
important in teaching and learning processes.
4.4 Comments towards the use of Teaching-Learning Aid in Geography
Respondents were also given chance to give their
comments, opinions and views towards the use of teaching-learning aids in the
process of teaching geography subject. Both teachers and students were provided
opportunity to provide their view as follow;
4.4.1 Teachers views on teaching-learning aid.
Almost66% of teachers commented that there are
inadequate teaching-learning aids in their schools compared to the number of
students in the class. However, 22% of teachers said that the government should
ensure the availability of these teaching and learning aids in the school. So
as to facilitate the teaching and learning process in geography subject for
better academic results of the students
On the other hand 11% of teachers claimed that a
geography teacher should be creative in making teaching and learning aids and
also give opportunity to the students to make these teaching-learning aids.Kyriacou(1991)
argues that teachers of geography should be able to draw up on a very rich
variety of resources and that the resources teachers use
and the way in which they use them help teachers to bring what they teach alive
Also preparation of accurate and appropriate
teaching-learning aids for the topic concerned as the way of improving the
quality of education. 44% of the teachers said that teachers should be trained
on how to operate different teaching –learning aids especially those which
require technical skills and there should be pre-testing of the aids before
going to class and ensure that the aid is large enough to allow visibility of
students in the class.
4.4.2 Students Views on teaching-learning aid.
All students commented that the government should
provide them with enough books to help them in the learning process. However, 5
students (16%) said that their teachers should give them chance to make some
simple teaching-learning aids like charts and diagrams so as to help them
understand more things in their own. On the other hand 2 students (6%)
maintained that their teachers should use teaching-learning aids effectively in
the lesson to avoid boredom.
Therefore,
the preceding discussion seems to suggest that students should be given chance
to make teaching-learning aids which will help them to understand some complex
phenomenon in geography. In that for their own which in turn will help in their
cognitive development as it provide ways to use all senses and introducing
variety into the teaching-learning process.
The purpose of this was to
investigate the impacts of teaching and learning aids in geography to the
student’s academic performance in secondary schools.
The objectives of this study were to
investigate the availability of teaching aids of geography in secondary
schools, to investigate what types of
teaching aids used in geography subject also to check out if learners are interested with
lesson when teaching aids are used in school.
The researcher used case study, where by
questionnaire and interview methods were used in the whole process of data collection
from respondents which helped the researcher to obtain the intended
information. The target population was secondary teachers and students by which
the total number of respondents was 40.
From the study researcher found that, the teaching and
learning aid for geography in secondary school, are available although are not
enough. Also many teachers not like to use teaching and learning aid during the
process of teaching and learning.
The investigation on availability of teaching and
learning aid, show that there few government secondary schools have enough
teaching and learning aids and also even where they are present teachers do not
use them often. Most of the ward secondary schools do not have enough teaching
and learning aids. Therefore, such an absence of teaching-learning aids
contributed into poor student’s academic performance in different subjects.
The findings
revealed that the type of teaching-learning
aids do teachers use in teaching geography subject are like maps, charts,
graphs in the teaching-learning process. Students also agreed that the use of
teaching-learning aids had great influence to their academic performance in
geography subject, as it enables students to understand the lesson easily and
hence retain knowledge for easy memorization.
The findings showed that the use of
teaching-learning aids helps students to arouse interest in the lesson,
understand the concepts easily, gets reality of what being taught, active participation
in the lesson and develops their critical thinking. Also students seem to be very interested to learn through teaching-learning
aids because they enjoy the lessons; and learning becomes meaningful, realistic
and memorable.
Therefore,
in order to improve performance of students in, the government, parents and
other educational stakeholders should work together and improving teaching and
learning aid for geography, so as the way of helping student’s academic
achievement.
Basing on the findings, the following are
recommendation made by the researcher to different educational stakeholders
such as, the Government, the Heads of School and teachers.
Teachers should use teaching and
learning aids as a source of acquisition for subject’s knowledge by using
books, magazines, journals, pictures, cd and other relevant materials. They
also should use appropriate techniques such as group discussion, participatory
method, take home assignments for effective teaching and learning so as to
enable students to acquire knowledge in their subjects and use the required
skills in real life. Not only that but also to provide motivation to students
who perform well in different subject by rewards.
The heads of schools should pressurize the district education
officers, regional education officers and the government to provide the budget
for buying enough teaching and learning aids and geography books every year so
as to overcome the problem of inadequate teaching-learning aids in secondary
schools.
The government should formulate and implement a policy that
will ensure that students and teachers are introduced to the use of teaching
and learning aids right from the primary to secondary school for better
academic performance of students in secondary schools as well as higher
education levels.
The researcher conducted the study on the impacts of teaching
and learning aids in geography to the students’ academic performance in
secondary schools. So it is highly recommended for other researchers to
investigate on the contribution of
teachers towards the use of teaching-learning aids in Tanzanian secondary
schools.
REFERENCES
Ary D, Jacobs L, Sorensen C (2006) Introduction to Research in Education.
Bulimo,
W. A.Odebero, S. O.&Musasia, M. M. (2010), Equity in Access to Secondary Schools by Type of Primary Schools
Attended in Kakamega South District in organization for Social Science Research
in Eastern and Southern Africa(OSSREA): Kenya, Chapter 1 (1)
Farrant, J.S.
(1980). Principal and Practice of
Education.Longman Malaysia.
Harcourt Brace and Company.Florida
Collins, J.P. (1965) Teaching Mathematics
in Secondary schools. London
Kelly, M, (1999) TheOrign and Development of Education in
Zambia.From Pre-Colonial Times to 1964.Image Press Lusaka.
Korthari, C.R. (2004) Research
Methodology New Age International Ltd.
Publisher New Delhi.
Kyriacou, C, (1991) Effective Teaching Skill: Basil
Blackwell. Oxford
Lambert, D and Balderstone, D.
(2000) Geography Assessment. A Guide and
Recourse: Cambridge University Press. London
Manacsa,
R. F. &Tintero, L. F. (2002); World
Geography Affected by World Upheavals, Revised Edition. Katha Publishing
Co.
Martin, J and Bailey, P (1996) Evaluating and using resources . Longman:
London.
Morris, J (1968) Methods of Geographical Instruction.Blaisdell
Publishing Company. London.
Mukalel,
C.J. (1998), Creative Approaches to
Classroom Teaching. Discovery Publishing House: New Delhi
Oxford
Advanced Learners Dictionary 6th Edition. Oxford University Press
Quist, J. (2000) Primary Geography:
A Development Approach.Holder and
Stoughton.
Sharma R.N, (2008) Methodology
of Educational Research. Surjeet Publications
Smith, D, M. (1997) Learning Through Geography: Collin.
London.
Thungu,
J. (2011), Mastering PTE Education.PVT
Ltd.
Withers (2006), Effective Teaching Strategies.University of Texas s.
Arlington.
World Bank (2001); A Chance to Learn .UN Publications
APPENDICES
Dear student,
I,
Peter L. Msofe, am a 3rd year student at Tumaini University Makumira
doing a research on the Impacts of
Teaching and Learning Aids in Geography to the Student’s Academic Performance
in Secondary Schools. I kindly request you to participate in the study by
answering the questions below. All the information provided will remain
confidential and used for academic purposes only.
i.
Do
not write your name
ii.
Tick
(√) the appropriate answer in the brackets provided and give your opinions
where necessary;
Section A; Personal Particulars’
Sex;
Male ( ), Female ( )
Form;
One ( ), Two ( ), Three (
), Four ( )
Date; ……………………
Section
B; Question for student
1. Do
you have enough teaching and learning aids in your school
YES
( )
NO
( )
2. Does
your geography teacher use teaching-learning aids when teaching?
YES
( )
NO
( )
3. What
types of teaching aids used by the teachers when teaching geography lesson?
………………………………………………………………………………………………………………………………………………................................................
4. Does
your teacher engage you in making teaching and learning aids for geography?
YES
( )
NO
( )
5. Do
you think teaching and learning aids have effects toward your academic
performance in geography?
YES
( )
NO
( )
6. Do
you enjoy the lesson when your teacher uses teaching and learning aids in
geography lesson?
Very
much ( )
Somehow
( )
I
don’t enjoy ( )
7. How
do you perceive the lesson when the teacher teaches geography without teaching
and learning aids?
It
is okey ( )
The
lesson is not well understood. ( )
The
lesson may be understood or may not be understood ( )
8. What
are your comments toward the use of teaching and learning aids in Geography
subject?
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
Thanks
for your cooperation
Dear teacher,
I, Peter L. Msofe am a
3rd year student at Tumaini University Makumira doing a research on
the Impacts of Teaching and Learning Aids
in Geography to the Student’s Academic Performance in Secondary Schools. I
kindly request you to participate in the study by answering the questions
below. All the information provided will remain confidential and used for
academic purposes only.
Sex;
Male ( ), Female ( )
Teacher
of Form; One ( ), Two
( ), Three ( ), Four (
)
Years
of Teaching; ……………………
Date;
…………………..
1.
As a geography teacher, do you get
enough teaching-learning aids in the process of teaching and learning in your
school?
2.
What type of teaching aids you’re using
when teaching geography lesson?
3.
Do you think that the use of teaching
and learning aids in geography subject has influence to the student’s academic
performance?
4.
What do you think should be done so as
to make quality in the use of teaching and learning aids in the teaching and
learning process?
5.
What are your general comments on the
use of teaching and learning aids in geography subject in relation to the
student’s academic performance?
Thank you very much
Hakuna maoni:
Chapisha Maoni