FACTORS AFFECTING TEACHING AND LEARNING GEOGRAPHY IN SECONDARY SCHOOLS IN GOMBE METROPOLIS, NIGERIA

This study examines the factors affecting the teaching and learning of Geography in secondary schools in Gombe Metropolis. Using survey data collected from 150 respondents, the research explores various dimensions such as teaching methodologies, the adequacy of resources, and the perceptions of students and teachers. The findings indicate that a majority of teachers (73%) employ diverse and engaging teaching methods, with hands-on learning aids such as maps, atlases, and field trips regularly used (80%). However, some respondents (20%) reported dissatisfaction with the availability of resources, particularly modern technologies like GIS tools, where 66% disagreed or strongly disagreed with its use in teaching. Additionally, while a significant number of students (53%) find Geography interesting and relevant, many (47%) express a lack of enthusiasm for the subject, with negative attitudes being a prominent barrier to effective learning (80%). The study also highlights the role of adequate professional training for teachers, with 86% of respondents agreeing that teachers receive sufficient training to adopt innovative methodologies, and the importance of up-to-date, curriculum-aligned materials in enhancing Geography education. The results suggest that while Geography instruction is generally engaging, there are notable gaps in resource provision (34%), teacher training (14%), and student motivation (33%) that need to be addressed to improve learning outcomes in the subject. The study recommends investing in modern educational technologies, updating teaching materials, and fostering a more career-oriented approach to teaching Geography to enhance student engagement and academic achievement.