Teaching and learning food crop production in O` Level Geography in selected secondary schools in Budaka District

Abstract

The study aimed at examining the teaching and learning of food crop production in O‟ level Geography in selected secondary schools in Budaka district. It was supported by the following objectives: examining teachers‟ knowledge and skills to the teaching and learning of food crop production in „O‟ Level Geography, finding out methods used to teach food crop production in „O‟ Level Geography and examining how teachers‟ knowledge, skills and methods enhance learning outcomes of food crop production in „O‟ level Geography. The study used a case study design of a qualitative research approach and the sample sizes of 19 respondents were selected purposively to participate in the study. Findings on the first objective revealed that many Geography teachers have limited knowledge and skills which has limited them to effectively teach learners food crop production in „O‟ Level Geography. Findings on the second objective revealed that schools in Budaka district mainly implement theoretical methods of teaching food crop production which include; field work, discussion method, lecture method and role play method. However, it is identified that the schools don‟t implement project method which is regarded as practical method to enable students acquire practical skills in food crop production. Finally, teachers with good knowledge and skills in teaching food crop production in Geography subject are able to help students to understand and gain practical knowledge and skills on food crop production as compared to teachers with poor knowledge and skills in teaching food crop production in Geography subject. The study further revealed that many O‟ level students are not able to gain practical knowledge and skills in food crop production which is attributed to the implementation of theoretical methods of teaching food crop production by Geographical teachers. The study recommends that; Geography teachers should be invited for continuous professional development on the new curriculum of Geography, Geography teachers should employ a repertoire of methods when teaching of Geography to enhance understanding by the students and teachers‟ contributions to curriculum development have been recognized as important, teachers who are non-examiners should be invited and trained to be examiners to enlighten teachers on the marking system and finally fieldwork and project methods should be adequately budgeted for by the principals in order to break the monotony of teaching in classroom.