FACTORS AFFECTING TEACHING-LEARNING PROCESS IN GEOGRAPHY A CASE STUDY OF SENDAFA PREPARATORY SCHOOL, ETHIOPIA.

Abstract

Education is the process in which Knowledge and skill transferred to other people through discussion, teaching and research. It plays a significant role for the civilization, modernization and development of any country. Ethiopia has a long and rich history of educational traditions such as Indigenous, Religious and Modern education in Ethiopia. The study was confined to Sendafa Preparatory School in Special Zone of Oromia state of Ethiopia. It employed mixed-method approaches and descriptive survey design. Among 183 social science learners 126 learners were sampled through lottery sampling technique. But all Geography teachers and departmental heads were taken as the main participants through purposive sampling techniques. Questionnaire, structured interviews, observation and documents were the main data collection instruments for the study. Data that were collected through close-ended questionnaires were edited, coded, classified, tabulated and organized in the form of tables have been analyzed through frequency, percentage and mean via SPSS software. However, data that were collected through interviews, observation and open-ended questionnaire were analyzed inductively using narrations and descriptions through words, phrases and statements, whereas the data collected from documents were organized in the form of tables and analyzed via percentage. Based on the analyzed data, findings were depicted. The finding of the study revealed that majority of teachers’ frequently practice teacher-centered method teaching, teachers’ failure to utilize teaching materials, shortage of time, poor teacher-student relationship, teachers failed to measure learners’ academic progress through continuous assessment techniques, absence of plasma TV transmission and dearth of instructional resources such as reference books, pedagogical centre, scarcity of budget were considerable hindrances on the implementation of Geography syllabus through the participatory approaches of teaching methods. Based on the findings of the study, recommendations were made to the concerned bodies to alleviate problem of the quality of teaching-learning process in Geography participatory teaching approach and utilization of resource upgrade the quality of education and increase learners’ achievement.