Abstract
The influence of insurgency on Geography teachers’ attitudes towards teaching and students’ achievement constituted the problem of the study. Ex-post facto and survey research designs were employed for the study. The stratified sampling method was used to extract a sample of 134 Geography teachers and 357 senior secondary school students who were used for the study. These were distributed in 20 schools (5 private & 15 public). The WASSCE results for the 2019 session from the 20 sampled schools, as well as a Teachers’ Questionnaire on the Influence of Insurgency on Attitude and Achievement (TQIIAA) were used to gather the data for the study. Cronbach Alpha technique was used to determine the reliabilities of WASSCE and TQIIAA. This yielded reliability coefficients of 0.80 and 0.82 for WASSCE and TQIIAA respectively. Frequency counts, percentages, mean scores, and the chi-square test were used to analyze the data. The results showed that insurgency predominantly led to teachers’ negative attitudes and insufficient time devoted to the teaching of Geography which resulted in students’ failure in the subject. The test of hypotheses however proved that the relationship between these teachers’ variables (attitude and time devotion to teaching) and students’ achievement was not significant. It was therefore recommended that the Government restore peace and security to the study area in collaboration with school communities. It was further recommended that Geography teachers’ welfare should be given a premium to improve their attitude towards teaching the subject.
Published Version
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