This study investigates Challenges faced by Geography Teachers and their Impact on Students’ Academic Performance. Data were obtained through the use of questionnaires and interviews. The target population of this study consisted of 147 Geography teachers, 120 students and 12 principals. The sample was limited to 12 selected secondary schools (4 Public, 4 Confessional and 4 Lay private) in Meme Division. The sampling techniques employed were the purposive, the convenience and the simple random sampling. Data were essentially of categorical variables and they were analyzed using frequency and proportions and Multiple Response Analysis for grounding of concepts that merged from open-ended questions. Reliability test was performed to assess the internal consistency of responses using Cronbach Alpha reliability analysis. Chi-square test was used to compare proportions for significant difference. Relationships between conceptual components were assessed using Parametric Pearson’s correlation test. Data were presented using frequency tables, charts, code-grounding-quotation tables and conceptual diagram. The data analyzed yielded the following responses: challenges faced by Geography teachers in relation to teaching aids had a significant impact on students’ academic performance in Geography (the null hypothesis was rejected while the alternative hypothesis was accepted). Challenges faced by Geography teachers in relation to classroom management had no impact on students’ academic performance in Geography (the null hypothesis was accepted and the alternative hypothesis was rejected). Challenges faced by Geography teachers in relation to teacher/student/administrator relationship had a positive impact on students’ academic performance though not significant (the null hypothesis was accepted while the alternative hypothesis was rejected). Challenges faced by Geography teachers in relation to implementation of the syllabus had a significant positive impact on students’ academic performance in Geography (the null hypothesis was rejected while the alternative hypothesis was accepted). Challenges faced by Geography teachers in relation to teachers’ working conditions had no impact on students’ academic performance in Geography (the null hypothesis was accepted while the alternative hypothesis was rejected). At the end of this study, recommendations were made to policy makers, proprietors of schools, teachers, students and parents towards improving students’ academic performance in Geography. Finally, suggestions for further research were pointed out.
Challenges, Geography Teachers, Students’ Academic Performance, Meme Division of South West Region of Cameroon
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