Teaching Methods and Student Engagement in Geography: Implications for Social Studies Education in Calabar, Nigeria
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Abstract
The purpose of this study was to investigate teaching methods and student engagement in Geography: Implications for Social Studies Education in Calabar, Nigeria. This study adopted the ex-post facto research design. Two research questions and null hypotheses guided the study. A sample of two hundred (200) respondents were randomly selected for the study using stratified and simple random sampling techniques. Two researcher-developed instruments tagged ‘Teaching Method Questionnaire (TMQ)’ and ‘Students’ Geography Engagement Scale (SGES)’ were used for data collection. The instruments were subjected to face validity by an expert in Geography Education and two experts in measurement and evaluation in the College of Education, University of Calabar. The reliability estimate of the instruments were established using the Cronbach Alpha reliability method. Pearson’s Product Moment Correlation Coefficient (r) analysis was the statistical analysis tool adopted to test the hypotheses under study at .05 level of significance. The results of the analysis revealed that discussion and demonstration teaching methods significantly relate with students’ engagement in Geography. Based on the findings of the study it was recommended that teachers should always vary their teaching methods so as to actively engage students in the teaching and learning of Geography and all other school subjects.
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