1. The research study was written by Ezra Nathanael Ntazoya, from Tanzania.

Conducted in 2012,
the purpose of the study was to investigate teachers’ methodological competencies useful for
effective advanced level Geography teaching in secondary schools. Specifically, it investigated
the contribution of teachers’ methodological competencies to students’ performance. The
focus was on investigating teachers’ effectiveness in using stipulated teaching strategies as per
syllabus to determine their competences in teaching the geography subject.
It adopted the mixed research approach and employed multiple embedded case study
research design; because, the nature of the study wanted multiple responses from different
contextualized teaching and learning situation.
The study involved a total of 52 respondents from three advanced level secondary
schools, in which 36 students, 9 advanced level geography teachers, 3 heads of schools were
sampled. Two officials from the NECTA and two officials from TIE were also sampled.
Semi-structured questionnaires, semi-structured interviews and observation were used
in gathering primary information related to teachers’ methodological competences.
Documentary review gathered secondary information related to effectiveness of teaching and
learning strategies employed in teaching geography subject. Data sources included filled
questionnaires, field notes, observational checklist, interview schedule responses and video
creeps of school environments where teaching and learning activities were carried out.

2. The following are the research questions of the study;

a. What are the major features of A-level Geography subject syllabus and Geography
classroom teaching?
b. What methodological competencies do teachers have useful for teaching Geography subject
at advanced level of secondary education?
c. How does advanced level students performed in Geography subject national examination
from 2008-2011?
d. How do teachers’ methodological competencies contribute to students’ academic
performance in Geography subject?
Mixed method research approach was employed to accommodate both qualitative and
quantitative approaches in the same study. This research approach was used because it enabled
the researcher to combine qualitative and quantitative methods and techniques of data
collection. This made it possible to mix different set of data at different levels that brought a
desirable conclusion. the mixing process occurred in the methodology, the logistic of the design,
the specified methods to be conducted, the procedures and data collection, and the analysis.
Moreover, Ntazoya’s research employed multiple embedded case study design.
According to the author, the study required this design because of the nature of the objectives
that looks on the different contextualized process (teaching and learning processes).
A-level geography teachers, head of schools and officials from both TIE and NECTA were
sampled purposively because of the uniqueness of the information required from them that
were crucial in answering the study objectives.

3. The study indicated that expository teaching approach dominated the methods employed.
Therefore, the findings indicated that, teachers used non-participatory teaching methods in
teaching A-level geography subject. Additionally, discovery approach of teaching was widely
employed by teachers as required in the syllabus. The experiential approach of teaching that is
highly encouraged as appropriate teaching strategy had interesting results.
Moreover, respondents strongly endorsed the view that teachers used critical approach
of teaching. However, the uses of the individual methods within this approach show varying
results. Data from the study showed that class discussion and report writing was widely used
approach in teaching geography. Therefore, teachers geared more on classroom discussion and
report writing after observation than study debates.
In addition to the results mentioned, teachers were found out to be aware on the
effects brought by these administrative responsibilities assigned to them on their
methodological competence. This indicates that there is significant relationship between non-
 teaching responsibilities assigned to teachers and methodological competences used in the
classroom. Participants strongly supported the view that integrated teaching methods are the
key factors in building the teacher’s methodological competence.
The findings also indicated that teachers did not directly attribute the teaching methods
favored with their methodological competences, rather the situation and context from which
teaching takes place. In addition, teachers seemed to favors lecture method. In addition to
lecture method, majority of teachers also employed question and answers method that is one of
the discovery teaching methods. This method of teaching is interactive in nature and can help
the students to understand basic concepts and facts.
In conclusion, the study found out that the currently employed teachers are likely to
continue using lecture method as the dominant method used in teaching geography. The finding
indicated that teachers were not attending geography workshops, seminars, conferences and
other interactive discussion that could have updated their knowledge on the changing nature of
geography. Competences of both teachers and students remained undeveloped in such
situation. Teachers are more likely to continue teaching using the previous strategies within
their capacities because of limited knowledge on competence-based teaching. Better or poor
students’ performance will be determined by teachers’ experience in teaching and the function
of other factors such as personal students’ initiatives in studying hard and active group
discussions.

4. According to the author, the currently employed teachers are likely to continue using lecture
method as the dominant method used in teaching geography. The finding indicated that
teachers were not attending geography workshops, seminars, conferences and other interactive
discussion that could have updated their knowledge on the changing nature of geography.
Competences of both teachers and students remained undeveloped in such situation. Teachers
are more likely to continue teaching using the previous strategies within their capacities because
of limited knowledge on competence-based teaching. Better or poor students’ performance will
be determined by teachers’ experience in teaching and the function of other factors such as
personal students’ initiatives in studying hard and active group discussions.
Further, the author surmised that There were no enough textbooks, teaching facilities
and equipment to make teachers use participatory teaching and learning techniques
successfully. However, teachers were not preparing the teaching and learning resources to
supplement deficit; they were as well not creative and motivated to perform such initiative.
Therefore, if no any efforts from all the stakeholders such as students, teachers, head of school,
parents, donors, NGO’s and government as the whole to make the competence based
curriculum work, it is likely to remain in writing without any remarkable contribution to
students’ learning.
In terms of the research study’s writing quality, there are obvious gaps in grammar and
punctuation, but it was complemented with a detailed showcase of results relevant to the main
objective and aim of the study. The findings of the study were grounded on reality, and it is
related to what is happening to the Philippines. Data were also shown logically, arranged and
presented meticulously as how the questions were presented.

5. The study recommended more textbooks, trainings, seminars, and workshops for the Geography
teachers. It is highly similar to the situation in the Philippines, were there is a scarcity of
materials, there is sufficient workshops but sometimes they don’t fit with the standards of the
curriculum being implemented. It could be the case as the country where the study was
conducted was a developing country same as the Philippines, so common problems could be
observed.
Moreover, the attitude of teachers in dealing with changes is also highlighted in the research.
The ability to cope with the changes in curriculum and the standards for teaching competency
must be a topic for research, and must be given appropriate and immediate action by not only
researchers, but also authorities in the bureau of education. In this way, we can address one
aspect of teaching effectiveness, amid the need for upgrading of available materials not only in
Geography or social sciences, but also in other subjects.