Teaching of Geography in Uganda Secondary Schools

AdvancesinSocialSciencesResearchJournal–Vol.3,No.5PublicationDate:May.25,2016DoI:10.14738/assrj.35.2016.

Kagoda, Al M. (2016). Teaching of Geographyin Uganda Secondary Schools: Relfectinos of Geography Teacher Trainees at theSchoolofEducation,MakerereUniversity,Uganda.AdvancesinSocialSciencesResearchJournal,3(5)25-38.

Copyright©SocietyforScienceandEducation,UnitedKingdom 25

TeachingofGeographyinUgandaSecondarySchools:ReflectionsofGeographyTeacherTraineesattheSchoolof

Education,MakerereUniversity,Uganda

Prof.AliceMerabKagodaSchoolofEducationMakerereUniversity

Abstract

This paper examined the status of Geography Education in Secondary Schools ofUganda through the eyes of Geography teacher trainees. This study was based on aconstructivist theory of learning. The teacher trainees with the guidance of theresearcherweresentouttosecondaryschoolsinthreeDistrictsofUganda.Theeightystudentsintheclassworkedingroupsoffoureachtocarryoutthisstudy.Eachgroupselectedtwoschools,onewellestablishedwithfacilitiesandtheother,a“thirdworld”schoolwhichisratherdeprived.ThestatusofGeographyinthisstudyreferredtothequality of teachers and students, availability of teaching materials, the teachingmethods used by the in-service teachers, the learning environment, and use oftechnology, relevance of topics taught, availability of geography clubs and otherlearningactivities.Resultsshowthatthereisshortageofteachingmaterials,textbooksareoutdated, teachersdonotuse interactive teachingmethods,andsomeschoolsdonot have qualified teachers and a general lack of well organized geographydepartments. They noted that well established schools with reasonable facilities areimplementing the geography syllabus well and their performance in nationalexaminations is good. Recommendations include; providing in-service courses,workshops, seminars to geography teachers in secondary schools, parents andgovernmentshouldworkasateamtoprovideteaching/learningmaterialstoschools.Schools tocarryoutcareerguidance toencouragestudentsworkhardandtake theirstudiesseriously.

Keywords:StatusofGeography,qualityteachers,performanceofgeography.

INTRODUCTION

The quality of education is essential to the development of the human resource whichfacilitatesthesocio-economicdevelopmentofacountry.ThisisemphasisedbyOlaleye(2015)thateducationisthebedrockofsocietaldevelopmentandeverycountryinvesthugeresourcesineducationinordertoenhancesocio-political,economicandtechnologicaladvancement.TheCouncilforCurriculumandExaminationandAssessment,NorthernIreland(2000)emphasizedthat; our society today needs young people who are flexible, creative, and proactive youngpeoplewhocansolveproblems,makedecisions,thinkcritically,communicateideaseffectivelyandworkefficientlywithinteamsandgroups.Thismeansthequalityofeducationmustenableteachers prepare learners develop competences thatwillmake them self-reliant. Geographycontributesalotinthisaspect.Geographyisaninterdisciplinarysubjectwhichispracticalinnatureandrequiresuseofstrategiesthatgivethelearnerhands-onexperiences.Thedisciplineenables learners tomeet a country’s goalsof education, exposes learners touseful life skillsandprofessionalattitudethatmeetstheglobal labourmarketdemands(Ondigi2012).Otherscholars, Lambert & Morgan (2010), Kimayu (2012) add on that geography inspires thelearnerstothinkabouttheirownplaceintheworld,theirvalues,rightsandresponsibilitiesto

Kagoda,AlM.(2016).TeachingofGeographyinUgandaSecondarySchools:RelfectinosofGeographyTeacherTraineesattheSchoolofEducation,MakerereUniversity,Uganda.AdvancesinSocialSciencesResearchJournal,3(5)25-38.

URL:http://dx.doi.org/10.14738/assrj.34.2016. 26

other people in the world. Geography helps students get a variety of knowledge andinformation about thepeople of variousplacesunderstands their culture and life styles andappreciates the nature’s gifts. Quality of education is a function of the quality ofteachers/instructors, conductive physical facilities, equipment, up to-date quality books,library,aswellasasoundsystemofmonitoring/inspectingthequalityofteachingandlearningLackof this means,constraintstogeographyteachingand learning inschoolsmaking it lesseffective.ThefocusofthisstudyistoassessthestatusofgeographyteachingandlearninginsecondaryschoolsofUganda.

THENATUREOFGEOGRAPHYGeographyisadisciplinewhichseekstoexplainthecharacterofplacesandthedistributionoffeaturesandeventsastheyoccurandchangethesurfaceoftheearth.Geographyisconcernedwith human – environment interactions in the context of specific places and locations, inadditiontoitscentralconcernwithspaceandplace.ThenatureofgeographyisdescribedbyOFSTED(2008)as“Listentonewsbroadcastoropenanewspaperandyoucannot fail tobestruck by the relevance of geography. This practical discipline enables us to understandchange, conflict and key issues which impact on our lives today and which will affect ourfutures tomorrow. The floods in Cornwall and the destructive power of hurricanes in theCaribbeanhavehighlightedchangingclimaticpatternsandglobalwarming.ThedevastationbythetsunamiintheIndianOceanandtheworld’sreactionhasfurtherdemonstratedthepowerofgeography.Equally,warandconflictintheMiddleEast,watershortages,famine,migrationsofpeoples,disputesoveroil, the complexitiesofworld trade, interdependence, globalisationanddebtareallmajor issueswithwhichourworld isgrappling.All this is thegeographyoftodayand,inordertounderstandtheintricacyofit,itisimportantthatpupilslearnabouttheworld they live in and onwhich they depend. It is important that the citizens of tomorrowunderstandthemanagementofrisk,appreciatediversity,areawareofenvironmentalissues,promote sustainability and respect human rights and social inclusion. If the aspiration ofschoolsistocreatepupilswhoareactiveandwellroundedcitizens,thereisnomorerelevantsubjectthangeography.”(pp6-7)Theway geography is defined over time affects theway it is taught in schools and tertiaryinstitutions. For example Edwards (1990) defined geography as a totally artificial constructthat is produced in response to varying time and space; and specific social, economic andpolitical forces. Teaching geography therefore must take into account the demands of achangingsociety.

GEOGRAPHYTEACHING/LEARNINGThepurposeofteachinggeographyistodevelopindividualsthatareresponsible,knowtheircountry and can provide solutions for their problems (Akengin 2008). On the other handOFSTED(2008)isoftheviewthat;

“Thestudyofgeographystimulatesaninterestinandasenseofwonderaboutplaces.It helps young peoplemake sense of a complex and dynamically changingworld. Itexplains where places are, how places and landscapes are formed, how people andtheirenvironmentinteract,andhowadiverserangeofeconomies,societiesandtheirenvironmentsare interconnected. It buildsonpupils’ ownexperiences to investigateplacesatallscalesfromthepersonaltotheglobal”(pp7).

Other people viewgeography as a subjectwhere concepts, knowledge and skills are taught;studentsareprovidedwithknowledgeandinformationforsustainabledevelopment.Effective

AdvancesinSocialSciencesResearchJournal(ASSRJ) Vol.3,Issue5May-2016


teachingmethodsareessential for successful implementationofgeographycurriculum.KolbandKolb(2001)suggestthatgeographybeingapracticalsubjectrequiresthatlearnersshouldrelatetotheenvironmentsothattheylearninthatexperience.Thisexperiencehasdifferenteffects on learner’s abilities, and active experimentation deepens their understanding of theenvironmenttheylivein.Thisislearningbyreflectionontheexperiences.Thistranslatesintolifelonglearningwhichtheywilluseafterschooling.Lambert&Morgan(2010)addsonthatschool geography should be considered within the broader observation about nature andcontemporarysociety. SimilarlyHamidandMerza(2012) informsgeographyeducators thattraditional methods of teaching geography are teacher cantered, effective in disseminatinglargeamountsinformation.Thistheauthorsgoeson,requiresstudentstobepassivelearners;involving listening only. This learning environment presents a challenge in capturing andmaintaining interest, securing the student understanding and retention. A challenging andmeaningfullearningexperienceensuresengagementandparticipationofstudentsinlearningactivities. Many new visualization techniques, technology and practices in mapping haveemerged. Modern modes of teaching recommended are problem solving, small groupdiscussions, projects participation and cooperative learning;- fieldwork, role plays, games,music, these promote motivation and effective classroom management (Aikoterini 2010)Adeyemi (2008). Expected outcomes according to Lambert & Morgan (2010) arecomprehensive skills and understanding of the distribution of resources. Qualitative andquantitative skills, understanding of environmental changes, as well as society andconservation of natural resources, should be of great concern in geography. Pre-serviceteachers’ training, consequently, should include fieldwork / excursions and laboratoryexperiences, this practical nature of training for the core part of their career training andprofessionalworkisessential(Lambert&Morgan2010).

THEGEOGRAPHYTEACHERTeachersareexpectedtohavemoreandmoreknowledgeandskillstofaceandunderstandthechallengesofachangingsociety.Teachersplayafundamentalroleinthedevelopmentofthegeography school teaching syllabus. What does it mean to be a good geography teacher?Dulama and Ilovan (2008) describes a good teacher simply as one with the attribute ofunderstanding the essence of things; with competences, skills, ability and power of doingthings, somebody’s quality of doing things. They add on that one with competences usingparticular terminology in order to explain the geographical environment. The last attributebeing one who has achieved skills and general learning methods and techniques of ICT. Ageography teachermust be dynamic like the geography discipline, challenging, with a goodknowledgeofthelearner’sabilities.Ateacher’scompetenceisdescribedasashelteroverhisprofessionalismindoingthejobofteaching.Theyaddonthatteachers’competencereferstothe right way of conveying units of knowledge, application and skills to students. That isknowledge of content, processes, methods and means of conveying content. According toOmoro and Nato(2014), a good teacher is that who is creative in selecting the appropriateteaching/learning strategies thatmotivate the interest of his/her learner. Effective teachingdepends on the competence of the teacher. Effective geography teachers use a range ofapproachestosupportstudentlearning;

• Createasupportivelearningenvironment• Encouragereflectivethoughtandaction• Enhancetherelevanceofnewlearning• Facilitate shared learning and experience, provide sufficient opportunities to learn,

inquireintotheteaching/learningrelationships.



Theseapproachespromotethefollowingskills/abilitiesthatemployerslookforandwhatare;dependability/reliability and responsibility, team work, positive attitudes, professionalism,willing to learn and communication skills (New Zealand Curriculum 2015). This curriculumemphasises that these key competencies promote “how skills” and relate to knowledge,attitudes and values and how skills can be used in interactions with others in differentcontexts.Competencesof teachersarecomplexandchanging; they lookdifferent indifferentcontext.Theyaredeveloped throughopportunities touse them in increasinglywiderangingand complex contexts. They support young people to become confident connected, activelyinvolved,lifelonglearners.Ateachershouldmakegeographylearningfunbyusingavarietyofmaterials and strategies. The teacher’s personality according to Omoro and Nato (2004)Kagoda(2009)contributesalottothesuccessofalessonby;-thenatureofthedressing,voiceprojection, correct pronunciation, proper information, facial expression and gestures. Thisaffectsthelearner’senthusiasmtolearningintheclassroom.InUganda,whenteachersleavecollege/university,thereislittleadditionaltrainingaftertheirInitialteachertraining.Theresearcherthereforewasinterestedinfindingouthowgeographyteachersarecopingwithchangestakingplaceinthedisciplineandeducationasawhole.Thisisthefocusofthisstudy.

THETEACHING/LEARNINGMATERIALSFacilitiesinaschoolpromoteeffectiveteachingofgeography.Geographylaboratorieswithup-to-datetextbooksvisualandaudio-visualteachingmaterialsareessentialforeffectiveteachingof geography. A classroommaybe converted into a laboratorywhich is self containedwithmost ofmaterials that the teacher and studentswill need to utilize; box cases,magazines,racks, newspapers,maps, campus,measuring tapes, globes, atlases, etc. (Kimayu 2012). Theteaching materials together with school structures and style of working affect geographyteachingandlearning.Afieldstudycentreisaneffectivegeographylaboratory.

TEACHINGMETHODSTheoreticallythefollowingaresuggestedaspossiblegeographyteachingmethodsaccordingtotheliteraturereviewdoneforthisstudy;Lecturebyteacher,Classdiscussionconductedbyteacher,Recitationoralquestionsbyteacheransweredorallybystudents,Discussiongroupsconductedbyselectedstudent chairpersons,instructor(guestspeaker),Presentationbyapanelofinstructorsorstudents,Presentationsbystudentpanels from theclass ,Student reportsby individuals, Student-groupreports,Debate(informal)oncurrentissuesbystudentsfromclass,Bulletinboards,Smallgroupssuchastaskoriented, discussion, Socratic methods, Textbook assignments, Reading assignments injournals,monographs,etc.,Readingassignmentsinsupplementarybooks,Crosswordpuzzles,Cookingfoodsofplacesstudied,Constructionofvocabularylists,Vocabularydrills,Reflectivejournals or diaries, Dances of places or periods studied, Construction of summaries bystudents, Biographical reports given by students, Library research on topics or problems,Jigsaw puzzlemaps. Flannel boards, Gaming and simulation. Flash cards, Flowcharts, Maps,transparencies,Audio-tutoriallessons,Models,Music.Fieldtrips,roleplaying,Opentextbookstudy,Classprojects.,Individualprojects,Photographs,Laboratoryexperimentsperformedbymore than two students, Use of dramatization, Student construction of diagrams, charts, orgraphs. Making of posters by students, Problem solving or case studies, Puppets, Use ofchalkboard by instructor as aid in teaching, Use of diagrams, tables, graphs, and charts byinstructor.Useofexhibitsanddisplaysbyinstructor,Constructionofexhibitsanddisplaysbystudents,Useofslides,Useoffilmstrips.Useofmotionpictures,educationalfilms,videotapes,



Use of theatremotion pictures, Use of radio programs. Use of television, use of parables toillustrate, Use of community or local resources. Storytelling, Surveys. Tutorial: studentsassigned to other students for assistance, peer teaching, Coaching, Supervised study duringclass period. Use of technology and instructional resources, Open textbook tests, take hometests.The above activities are interchangeably used in this study tomeanmethods of teaching. Ageographyteacherissupposedtouseavarietyofteachingstrategiesfromtheabovelonglist,to make geography fun, interesting, motivating leading to effective learning. The teachertraineeswentouttoidentifytheteachingmethodsusedinUgandasecondarySchools.Inthisstudy,theteachertraineesidentifiedthemethodsusedbyteachersinboththefirstandthirdworldschools.

THEORETICALFRAMEWORKOFTHESTUDYThe focus of this studywas to identify and document the status of geography teaching andlearninginsecondaryschoolsofUgandathroughtheeyesofgeographyteachertrainees.Thiswasdonethroughafieldworkapproachwherethetraineeshadtofindoutbythemselveswhatgoesoninschools.Aconstructivismtheoreticalframeworkwasused.Constructivistsbelievethat learnersmustactivelyandprofoundlyprocessnewinformation inorder tocontextuallyIntegrate it with their prior knowledge and promote learning (Golightly and Roath 2015).Constructivismincludingcognitiveandsocialconstructivism,involvesashiftofownershipofthe learning from the teacher to the student. The teacher guides them in discoveringinformationandconstructstheirownlearningsolvingproblemsontheirownandunderstandstheir own thinking process. The research in addition used the problem based learningapproach to guide the teacher trainees to carry out this fieldwork. To Choom – Eng Gwee(2009)problem–based learning is a strategic learningdesign specially aimedat enhancingand optimizing the educational outcomes of learner-centred collaborative, contextual,integrated,self-directedandreflectivelearning.BarrowsetalcitedbyChoom-EngGwee(2009)defines it simply as “the learning that results from the process of working towards theunderstanding or resolution of a problem. The problem is encountered first in the learningprocess.

CONTEXTOFTHESTUDYIn Uganda secondary schools can be classified as first school with all essential learningfacilities and well qualified teachers. The second class schools with qualified teachers butlimited facilities like teaching /learningmaterials. The thirdworld schoolswhich arepoorlyfacilitatedandarefoundinpoorurbansuburbsaswellastheruralhardtoreachareaswhichsometimes employ unqualified teachers. Both public and private schools are found in thesethreecategoriesofsecondaryschoolsinUganda.Withthesedifferentcontextstheresearcherwantedtofindoutthestatusofgeographyteaching/learningsituationsthroughthe“eyes”ofgeographyteachertrainees.

THEPROBLEMGeography teacher-trainees get knowledge of teaching theory in foundation courses andsubjectmethodsintheschoolofeducationwithlimitedcontactwithsecondaryschoolsexceptfor a period of four months of internship before they graduate as teachers (Kagoda andSentongo2014).Teachereducatorsconsequentlyhave limitedknowledgeofwhatgoesoninsecondaryschoolsregardingtheimplementationoftheschoolcurriculumincludinggeographyasadisciplineofstudy.Theperformanceofgeographystudentsisnotallthatgoodandthere



seemstobeaprobleminasfarasteachingandlearningofthesubjectandthisnecessitatedaninvestigationofthepossiblecauses,challengesandsolutionstotheproblemsfacingteachersandlearners.Thestatusofteachingandlearninggeographyinsecondaryschoolsisoneofthetopics in thecourseoutlinewhich the researcherwanted the teacher trainees to findoutbythemselves,thatis,whatgoesoninschools?.

PURPOSEThemainpurposewas tohelpandguidegeography teacher trainees findoutby themselvesthrough field work the status of geography teaching and learning in secondary schools ofUganda.Objectivesofthestudy

1. Find out the qualification and competencies of geography teachers in terms ofknowledge,content,methodsofdelivery, teachingaidsthroughtheeyesofgeographyteachertrainees

2. Assessthelearning/teachingenvironmentintermsofinfrastructure3. Assessteachertrainee’sresearch,pedagogicalknowledgeandskills

METHODOLOGY

This is a qualitative study where interviews, observations of geography teachers in class,documentanalysisbytheresearcherof teachertraineereports, teachertrainees focusgroupdiscussionswereused in the study. The researcherused eighty five (85) geography teachertrainees inyearthree, firstsemester(2015/2016).Studentsweredividedintogroupsof fiveeach.TheywereinstructedtovisittwoschoolseachgroupinthedistrictsofKampala,WakisoandMukono.Thetwoschoolsincludedatleastoneschoolinthecategoryof1stor2ndclass,theother school froma thirdworld class (deprived/poorly facilitated).The selected schoolswereeitherprivateorpublicschools.Thereasonbehindwastoenabletheminternalisefactorsaffectingperformanceofgeographyfromthesetwocategoriesofschools.Theteachertraineesmadetheirownchoiceofschools,choseasuitabletopic,objectives, themethods and tools of collecting data from schools, they analysed the data and presented areport after a month. The researcher analysed the teacher trainees’ reports to assess theirresearchskillsfromtheirpresentation.

FINDINGSTheteachertrainees(17groups)formulatedtheirowntopicswhichincludedthefouramongothersbelow.

• AnassessmentofthecurrentstatusofteachinggeographyinUgandasecondaryschools• An assessment of teaching and learning geography in selected secondary schools

aroundKampala• ThecurrentstatusofgeographyteachinginCaltecAcademyMakerereandSeromaS.S• Carryoutanassessmentoncurrentstatusofteachinggeographyinsecondaryschools

Thetopicsfortheothergroupsaresimilartotheabovestatementofthetopics

OBJECTIVESTheteacher trainees formulatedtheobjectives listedbelow.At leasteachgroupstatedthreeobjectswhichguidedtheirresearch:-

• Findoutthemethodsofdelivery• Findoutthetechnologiesused



• Findoutthechallengesteachersfaceinteachingand+solutions• Tofindouttheperformanceofstudentsingeographyforthelast5years• Findoutthemodeofassessment• Establishwhethersecondaryschoolshavegeographylaboratories• Toinvestigatetheavailabilityandextentofusageofteachingresources• FindoutaboutICTingeographyteaching• Establishwhateffectiveteachingentails• Findouttheextentandessenceofstudentparticipationingeographylessons.• Establishmeasurestakentoensuretimelycompletionofthesyllabus• Find out the extent towhich the teachers have embraced the concept of integration,

fieldworkandstatisticalmethodsinnormalgeographyteaching.• Findoutthequalityofteachers• Findouttherelevanceofthecontentdeliveredtolearners• Establishthediversityofculturesofthestudents• Findouttheinnovativeness/creativityofteachers• Establishtherelationshipbetweenteachersandstudents• Findoutwhygeographyispoorlydone• Findoutthesizeofgeographyclasses.

StatementsofthepurposeofthisstudyasstatedbyteachertraineesTheteachertraineesstatementsofthepurposeofthestudywerequitesimilarthereforeonlythemostcommonlystatedarepresentedhere;

v Toestablish the factors influencing the inconsistence inperformanceof geography inthesecondaryschools.

v Avail the public with information on the current status of geography teaching insecondaryschools

v AcriticalassessmentofthestatusofgeographyteachinginUgandaOnegroupmadeanelaborateobjectiveandpurposeofthestudytheydid“Geography has become more relevant towards solving current problems consisting ofenvironment sustainability, natural resources, yet its performance in schools is graduallydeclining yet it is important to society. This study therefore is geared/driven towards theunderstandingthepresentdaymethodsofteaching.Thiswillhelpinknowingwhetherthesemethodsareeffectiveasfaraspresentsituationisconcerned,henceleadingtoproductionofstudentsthatarecompetentandcapableto fit insociety. Ifnot findoutmethodsthatcanbeusedand thematerials tobeapplied inorder tomakesure that teachingand learning takesplaceeffectively(group2).MethodsofDataCollectionasstatedbyteachertraineesTools:Questionnaires,interviewguides,CameraSampling:Randomsamplingofbothstudentsandteachers,

v Interviews–useinterviewguidesv Observation–lessonsv Documentaryevidenceofmaterialsusedinteachingv Recordingv Talkingschoolcompoundtoassesssuitabilityoflearningenvironment



FindingsbyTeacherTraineesMethods most commonly used by teachers in schools according to the findings of teachertrainees:-

v classdiscussionv Fieldworkaroundtheschool/tripstodistantplacesv Brainstormingwhenreceivingpreviouslessonsv Lecturemethodv Questionandanswerv Notetakingv Guideddiscoveryv Displaymethodsv Useofcomputersv SmallgroupdiscussionsforHSCv Debating

QualityofteachersandtheirpracticesThe groups presented multiple responses; therefore the researcher could not calculatepercentagesforeachresponsepresentedbelow;

v FewgeographyteachersinsecondaryschoolsofUganda.v Someteacherslackenoughskills;wellqualifiedteachersareexpensiveforthirdworld

schools especially if not aided by government. The schools employ undergraduatestudentsfromnearbyuniversities(thereare5universitiesinthedistrictsofKampala,Wakiso andMukonowhere the study took place; some employ senior six leavers onvocation,andothersqualifiedteachersspecializedinothersocialsciencesubjects likeHistory,Economics,religiousstudiesetc).Someoftheteachershaveinadequatecontentand appropriate strategies to teach geography effectively. Some teachers lackproficiency in the English language used for teaching. Learning therefore is difficultsinceeventhestudentshavesomeproblemswiththelanguageofinstruction.

v Thechangingdynamicsoftheexaminationbody(UNEB)isachallengesincetheformatof examinations, expected questions and approaches, expected answers changeconstantly and teachers cannot cope with the new trends in the Uganda geographyevaluationprocess.

v Teachers do not mark learner’s notes which would otherwise help them identifylearners’problems/challengesinnote-making/taking.

v Teachersdonothaveuptodateknowledgeandinformationonnewtrendswithinthediscipline

v Someteachersuseabusivelanguagetostudentswhogavewronganswersv Teachersusepoorlydrawnmapsv TeamworkispartandparcelofgeographyAgenda(One1stworldschool)v Someteachersusedisplaymethodswithsomematerialsbroughtinbystudentsv Teachers’lecturemethodsarepresentedathighspeedandslowlearnersareleftout.v Someteachersdonotmotivatestudentsbyrewardingthesewithcorrectanswers.v Broughtrealityinclassbyusingmaps,photographswhenteachingaboutNewYork.v Limited teacher knowledge especially in private schools. They do not correct wrong

answersbystudents.Someteachersfinditdifficulttoteachcompulsorytopicslike;mapreading,photography,statisticsandfieldwork.

v Teachersalwaystaughtwithoutteachingaids,dictatednoteswithoutpriorexplanationof the topic being taught. This is a challenge to the learners in the process ofunderstanding the topic; “Imagine a panorama drawing that iswrongly presented tostudents!Thisneedstobecorrectedimmediately”(onegroupreport).



v Theteachersusedmodelsofriftvalleyandconvectionalrainfallformationdiagramsv Experienced teachers who work as examiners in the Nationals promotional

examinationshelpstudentstoperformwellinsomeschools.v Someteachersarecommitted,theypreparelessonsplansbeforeteaching.v Someteachershaveconcernforslowlearnersandencouragedthemtokeepontrying

andparticipatinginclass.v Teachers are good at managing and monitoring students especially in first world

schools.v Someteachersgivefeedbackafterassessment.Theyevenadjusttheirspeedoflecturing

basingonthestudentperformance.v Somedevelopcritical,analyticalandproblemsolvingskillsintheirstudentsv Parttimeteachersdonotgiveenoughtimetotheirstudentsv Negative attitudes towards the subject by both the teachers and students especially:

physicalgeographyatHSCstatisticsingeography,continentaldrifttheory,weatheringandclimate.

v Teachersuseteacher-centredmethodsduetopressuretocompletethesyllabusleadingtocramming

v Teacherprofessionaldevelopmentisalsolimitedduetolackofmaterials,financesGoodgeography teachers in someschoolsencourageactiveparticipationof learners; engagestudentsinresearchfieldwork,giveimmediatefeedback,uselearnercentredmethods,correctusage of teaching resources, guiding students on career paths and this entails effectivegeographyteachings.Theyevenengagestudentsingeographyclubs!QualityofsecondaryschoolstudentsintheparticipatingschoolsAccordingtotheteachertrainees,secondaryschoolstudentsfacesomechallengeswhichdoesnotenablethemlearngeographyeffectively.Teachersconsequentlymaynotfeelcommitedtoteachtheminsomeschoolsaspresentedbelowbytheteachertrainees.

v Thereisaproblemofabsenteeismindayschoolsv Somestudentsarehardworkingwhileothersarelazyv Inability by some students to learn quickly, they do not understand some geography

concepts,noremedialclasses,nolibrarywithup-todatetextbooksv Biased students, they believe geography is hard especially map reading, photograph

interpretation,datacollectioninfieldwork.v Studentsdependonteacherswhodictatenotesv Poor handwriting by students, use abbreviations as a copying strategy to speed of

teachersv Diverse students background from Kenya, Somalia, Tanzania, Rwanda, Congo and

Sudan,someofwhomhavetheirownuniqueproblemsasopposedtoUgandans.v Studentsdonotlearnfromtheirteachersinsteadtheylearnfromtheirpeerswhoare

bright.Smallgroupdiscussionsinsomeschoolshavehelpedinlearningsometopics.v Students hate readingmaps, photographs and statistics. Some students are reluctant

learners.v Some girls perform poorly; “girls take themselves to be weak and have inferiority

complex.Proofboysaremoreactiveinclass”.v Poor background of students, inability to understand geographical concepts/content,

theyaredifficulttobemotivatedbyteachersv Studentsfacedifficultiesindrawingmapsandsketches,readingandinterpretingmaps

andstatisticaldrawings,graphs,calculatingusingscales



According to the teacher trainees the quality of students and the environment underwhichtheystudyleadstopoorperformanceofgeography.

v Teachingmaterials/facilitiesv Apersonalhousewasturnedintoaschool;smallclassrooms,nolibrary/readingroom.v Nostoreroomsforkeepingtexts,mapextractv Someschoolsespeciallythirdworld,havenogeographylaboratoriesv Desksareveryfewinsomeschools.v Difficulttogettextbooksforparticulartopicsv Well todoschools (1stclass)have textbooks,wallmaps,atlases,mapextracts, charts

and computers connected to internet. Some schoolshave computer labs,powerpointgargets,

v Someschoolshavenomapextracts;thereforedictatenotesonmapreading.v Poor schools (third world) have limited supply of resources, no textbooks, atlases,

computersandlimitedmapextracts,wallmaps,etc,v Someschoolshavecomputerswhicharenotfunctional.Eventhosewhicharefunctional

arenotusedforteaching.v No resources to teach distant places like British Columbia, countries along theRhine

River,etc.v Nooverheadprojectorsinmajorityofschools.

Academicperformanceforthelastfiveyearsispoorinmostschoolsespeciallythosewithfewteachingresources.Andwelltrainedteachers.StrategiestoimproveTeachingandLearningTeachertrainees’suggestiontoimprovetheteachingandlearningincludedthefollowing;

v Teachersshouldbepaidhighersalary,thiswillboosttheirmoraleandmotivatethemtostayinoneschoolinsteadofmoonlightingtomanyschools

v TeachersshouldupdatetheirknowledgeandskillsthroughIn-servicetraining.v Schoolsshouldnetworkwitheachothertolearnfromeach.v Teachersshouldassumetheconceptoflifelonglearner.v Teachersshouldaskheadteachersfundsforbuyinginstructionalmaterials.Geography

roomsmustbeprovidedorconstructgeographyroomsandlibraries.v Teachersshouldbemorecreative,buypersonalup-to-datetextbooksinsteadofrelying

onschooltextbooksv Teachers should use the environment round the school for field work and parents

shouldinterveneandsupplementonthelimitedresources.v Teachersshouldintegratepracticalgeographyinteachingv Schoolbusesshouldbepurchasedbyschoolstofacilitatefieldworkv Allocatemoretimetogeographyintheschooltimetablev Stockschoollibrarywithupto-datetextbooksv InstilinthestudentsthespiritofhardworkingandexposethemtoUgandaNATIONAL

ExaminationsBoard(UNEB)tacticsv Guideandcounselstudentswithpoorattitudetowardsgeographyv Teachersshouldrecognisestudentdiversityv Teachers should form student discussion groups to help slow learners through peer-

teaching.v Teachersshouldwriteschemesofworktobestrictlyfollowed

Teachersshoulduseinteractivestrategiesandavoidthosemethodsthatencouragecramming.



v Combat absenteeism by having dialogue with parents. Geography teachers shouldrecognisethefactthatstudentsarenotsimplycontainerstobefilledwithliquids;theyshouldbeinvolvedattheirlearning.Geographyclubsshouldbeformedineveryschool.

v “Werecommendandreiterateonthesignificanceofrecognisingdiversityof teaching.Thiscallsforflexibilitybytheteachertosuitthevaryingneedsofthelearners.Teachersshould be versatile andwilling to changewhenever there is need to do so. Diversitycalls fortheuseofmanymethodsaspossibletoseeto it that learning iseffective,wemean a change in behaviour in terms of actions and value judgement”.(one groupreport)

LEARNINGPOINTS

Theteachertraineeswereaskedtowritedownwhattheyfeeltheygainedfromthisresearchandthefollowingareamongthemainlearningpoints

• Thisresearchhashelpedusgetabachelorsdegreeineducation• It provided us with detailed and authoritative knowledge of the status of geography

teaching and learning in Uganda.We are sure we have benefited from this researchbeyonddoubt.

• It promoted self-confidence of inquiry in our minds. We did a critical analysis odgeographicalissues.

• It helped us acquire more geographical knowledge, skills and attitudes from seniorteachersinsecondaryschools,therebywideningourmindsingeographicalknowledge.

• Byobservingseniorteacherswerecordedeverythinginourmemoryforlateruse.• Observedvariousmodesofgeographyapproaches• It helped us use research methods particularly action research to improve our

classroomteachingofgeography.

DISCUSSIONSIt is clear that there are shortcomings among geography teachers in secondary schools ofUganda.Geography teachersgraduate frommanyuniversitiesbothprivateandpublic. SomehavediplomaqualificationsfromanumberofNationalTeachers’CollegesinUganda.Althoughtheirprogrammesandcoursesofferedatthesevariousteachertrainingcollegesaresimilar,itisdifficulttotellwhichgraduateteacherhasbettercompetences.Mostofthemtrainincollegeswith no geography laboratories; even the school of Education in the College of EducationMakerereUniversitywhichistheoldestinthecountrydoesn’thaveone.Ondigi(2012)isoftheviewthat lackofgeographylaboratoriesatuniversitiesdenies learnerspracticalopportunityin order to perfect their personal skills for practical use in future. Traditional methods ofteachingwhichareteachercentredasopposedtotheinteractivemethodswhicharelearner-centredarestillusedinteachertrainingasconfirmedby(Kagoda2009;KagodaandSentongo2014;Ondigi2012).Thequalityof teaching inUgandansecondaryschools ismadeworsebythefactunqualifiedteachers;undergraduates,teacherswithnogeographycontentatahigherlevel, students on vocation are employed to teach geography!. The English language is aproblem to both teachers and the students they teach. The geography teachers do notexperience continuous professional development at all which would expose them to allemerging issues suchasnew technologies ineducation,newcurriculumchanges, changes ingovernanceandleadership,theemerging21stcenturyskillsineducationsincegeographyisadynamic subject which changes in time and space. Practical geography and Paper one (aphysicalGeographycontentcourse),andUgandaacourseofferedathigherschoolcertificatelevelarenoteffectivelytaught.Thephysicalandculturalenvironmentsaroundtheschoolsareunderutilized.Geographyteachingisorientedtowardmemorizing;thereislackofcreativeand



independentthinking,severeanddeficiencyingeographymethods.Akengin(2008)arguethat“existenceofmany terms,conceptsandplacenameswithin thecontentofgeographycoursealso renders it difficult for students to learn large amounts of knowledge that requiresmemorizing rendering it an unattractive course. The content of geography, Akengin (2008)adds, shouldbe functionalanswering theneedsof society, reveal theskillsof individuals,beflexible,anddeterminethedetailsofthesubjectinthelightofthedevelopmentsandchangesintroduced by the developing technology and science. Lack of use of appropriate localexamplesbyteacherstohelpfosterunderstandingandarouseinterestinthesubjectisanotherlimitationingeographyteaching.Therearenoregularin-servicecoursesofferedtogeographyteachersthereforetheyarealsooutdated.Aprofessionalteachertobeeffectivemustbecomea career long learnerofmore sophisticatedpedagogies, formproductive collaborationswithcolleagues, parents, community agencies and businesses. By remaining a lifelong learner ateacherwillablydealwiththecomplexitiesofthe21stcenturylearner.Methods of teaching used by geography teachers in the sample schools are still traditional.Interactivemethods are usedby a few teachers. This is expected since teacher educators inteacher training colleges and universities do not use interactivemethodswhich are learnercentred(KagodaandNajuma2013).Teachersnormallyusemethodsofteachingwhichtheythemselvesexperiencedastheywerebeingtrained(Kagoda2010;KagodaandItaaga2013).Regardingteachingaids,teachertraineesobservedthatonlyafewhaveteachingaidsincludingrelevant up to date textbooks. Textbooks were written in Europe and published outsideUganda.ThatisbooksontheRhinelands,NorthAmericaandAfricawerepublishedbeforethecurrent curriculum was written. Some geography teachers have written what is called“pamphlets” for students to use to answer external examinations but these are notcomprehensiveandtheirsourceofcontentisquestionablebecausesomeinformationiswrong,inotherwordssourceofinformationforthemajorityofgeographyteacherswithnoaccesstointernetisimpossible.Atlasmapsarenotavailableforover90%ofthestudentsinover85%ofthe schools and colleges and this is similarly observed by Adenogba (2011) in Nigeria.Geography, consequently is taught at a high level of abstraction in spite of the numerousconcepts,ideas,andplacenamesthatstudentshavetocopewith.Theteachingenvironmentisgoodinthewellestablishedfirstworldschoolsbutthesituationisnotgoodatallinthirdworldschoolswhethergovernmentorprivateschools.Somestudentsreportedthat‘aresidentialhousewasturnedintoaschool’,someclassroomswerebuiltoutofwood or papyrus materials, there is overcrowding in classrooms originally built for 40students but now occupied by over 50. There are no spaces to store geography teachingmaterials in some schools.According to the teacher trainees there areproblems in teachinggeography in some schools inUgandaas ablynarratedby teacher trainees above. Thiswassimilarly observed in Turkey by Akengin (2008) IN following summarized way; lack ofcompetent teachers, reluctant learners, inadequate teaching materials, inability to getfieldworkdone, lackofgivingsensetogeographicaspectsandof intellectualdevelopmentofstudents in termsof geography, school leaders donot see the sense of using fieldwork, andfailuretoreadmapsorlocateplaces.Theteachertraineeshavetheknowledgeandskillsofdoingresearchasevidencedabove,whatthey need is continuous practice to perfect their skills. They have pedagogical knowledgeaccording to the kind of critic they made about the teacher quality, quality of students,methodsofteaching,etc.Theyalsostatedclearlywhattheylearntoutoftheexercisetheydidinthethreeweeks.



RECOMMENDATIONSGeography teachers in secondary schools of Uganda need to be exposed to continuousprofessional development to upgrade their content knowledge and pedagogical skills by thegovernment,throughcollaborationwithteachertrainingcollegesorotherschoolsintheregionwhere they are located. Continuous professional development of teachers should be on theagenda of the Ministry of Education Sports science and technology. This should beaccompaniedbyclosemonitoring/inspectionof schools,with theheadteacherbeingon- the-groundofficeinchargeofmonitoringteachingSociety todayneedsyouthswhoare flexible,creativeandproactivewhocansolveproblems,think critically, make decisions, communicate ideas effectively and work efficiently withinteams and groups. Students need to have opportunities to develop personal capabilitiesthroughwellroundededucation.Forthismatteravarietyof interactivemethodsof teachingmustbeusedbygeographyteachers.Networkingwithotherteachersinotherschools,collaborationwithcommunitiesaroundtheschools, parents participations, and regular inspection of schools are other pathways toimprovingschoolgeographyinUganda.Up to date textbooks and other teaching materials should be acquired for schools bygovernmentandtheparents.Teachertrainingcolleges,proprietorsofschoolsandgovernmentofUgandashouldendeavourtoprovideadequateequipment,facilitiesandamenitiesforteachingandlearninggeography.Researchandfieldworkshouldbecompulsoryinallteachertrainingcolleges,empoweringtheteacherswithskillsofreflectionandactionresearch.

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Teaching of Geography in Uganda Secondary Schools