STUDENTS’ ASSESSMENT OF GEOGRAPHY TEACHERS’ INSTRUCTIONAL EFFECTIVENESS IN CROSS RIVER STATE
This study was designed to investigate students’ assessment of geography teacher’s instructional effectiveness in Cross River State. Seven research questions and six hypotheses guided the study. A survey research design was employed as the research methodology. A total of 400 Senior Secondary geography students of Cross River State public and private school participated in the study. A structured student’s assessment of geography teacher’s instructional effectiveness. Questionnaire was adapted for data collection with an alpha coefficient of 0.84. Two experts in measurement and evaluation validated the instrument. Research hypotheses were tested at 0.05 level of significance using independent t-test while mean and standard deviation was used to answer the research questions. The results among other things showed that geography teachers’ possess the knowledge of the subject matter, geography teachers’ possess good communication skills, not all geography teachers that use effective teaching method to enhance learning, geography teachers’ posses good classroom management skills, geography teachers relate and interact with students despite their individual differences and geography teachers’ encourage and assess students’ work to improve their learning abilities. It was recommended that geography teachers should be reequipped with current information communication technology facilities and materials to measure up to meet the world challenges, students should be involved in field trips, excursion exercises to gain practical experience of the subject-geography, current publications should be provided to equip and up-date teachers and students in teaching and learning of geography, the teacher should improvise instructional materials like world maps and information to enhance effectiveness and efficiency of geography lessons.
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