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Competency Gaps among Geography Teachers in the Teaching of
Geography Mapwork in Secondary Schools in Kogi State

Professor Sa(uel )go*ie E*eudu% #+i,% -inus .ta*i
.ni/ersit0 of Nigeria% Nsu11a
sa(ago*20a,oo.co(

Abstract
3,is stud0 was ai(ed to identif0 t,e co(petenc0 gaps a(ong geograp,0 teac,ers in teac,ing (apwor1 in 4ogi
State secondar0 sc,ools. 3,e stud0 was carried out in Ida,% 5e1ina and )n1pa Education 6ones of 4ogi State
and it in/ol/ed 12& geograp,0 teac,ers in all t,e 178 secondar0 sc,ools in t,e *ones. 3,e stud0 was guided 90
si: researc, ;uestions and two ,0pot,eses. 5ata was collected t,roug, ;uestionnaire t,at was ad(inistered to
12& geograp,0 teac,ers in t,e stud0 area. In order to answer t,e researc, ;uestions% weig,ted (ean and
co(petenc0 needed inde: (<NI was e(plo0ed in anal0*ing t,e data for t,e co(petenc0 cluster ;uestionnaire
ite(s. 3,e for(ulated null ,0pot,eses for t,e stud0 were tested using t,e 3-test statistics. 3,e findings of t,e
stud0 re/ealed t,at= (1 t,ere are co(petencies needed 90 geograp,0 teac,ers in teac,ing of (apwor1 in
secondar0 sc,ools. (2 So(e geograp,0 teac,ers do not possess so(e of t,e co(petencies needed in teac,ing of
(apwor1 in secondar0 sc,ools. (3 3,ere are co(petenc0 gaps a(ong geograp,0 teac,ers t,at need to 9e filled
for teac,ing of (apwor1 in secondar0 sc,ool

Introduction.
3,e de/elop(ent of an0 en/iron(ent and societ0 is underta1en 90 persons wit, correct and appropriate
1nowledge% s1ills and attitudes as well as co((it(ent to ,ig, /alues. )t t,e secondar0 sc,ool le/el in Nigeria%
(an0 su9+ects are taug,t wit, t,e ai( of pro/iding students wit, 9asic s1ills and 1nowledge for self reliance in
t,e societ0 or to prepare t,e( for furt,er studies. >eograp,0 is one of t,e secondar0 sc,ool su9+ects taug,t at t,e
secondar0 sc,ool le/el in Nigeria (?@NA 2&&'.
Bar( (1777 opines t,at education t,at does not include geograp,0 will ,a/e a lot of social cost a(ong
w,ic, include= depri/ation of 0oung students of earl0 awareness of spatial relations,ipsA denial of students t,eir
earl0 e:posure to (aps and t,eir usesA and it engenders a geograp,ic illiterac0 t,at will last till adult ,ood a(ong
ot,ers. ?unctional geograp,0 education refers to t,e application of geograp,ic 1nowledge and related s1ills to
pro9le( sol/ing efforts in t,e en/iron(ent. 3,e ac;uisition of professional ;ualification and related s1ills in
>eograp,0 e;uips an indi/idual for self e(plo0(ent and related 9usiness opportunities. 3,is is t,e purpose of
geograp,0 education as stated in t,e National Polic0 on Education w,ic, includes a(ong ot,er t,ings t,e
ac;uisition of appropriate s1ills and de/elop(ent of (ental% p,0sical and social a9ilities and co(petencies
re;uired 90 an indi/idual to contri9ute to t,e de/elop(ent of t,e societ0 (?@NA 2&&'.
In consideration of t,e i(portance of geograp,0% Nigerian Educational @esearc, and 5e/elop(ent
<ouncil (NE@5< produced a new geograp,0 curriculu( to ensure continuit0 and flow of t,e(es% topics%
e:perience fro( senior secondar0 sc,ool one to senior secondar0 sc,ool t,ree le/els (NE@5<%2&&7% 9efore
w,ic, t,e Junior Secondar0 Sc,ool Social Studies is e:pected to ,a/e laid t,e necessar0 foundation. )t t,e
senior secondar0 sc,ool education le/el% t,e geograp,0 curriculu( co(prises of P,0sical% Bu(an% @egional and
(ap reading co(ponents. )(ong t,e different co(ponents of geograp,0% (apwor1 stands out /er0 significantl0.
)ccording to Sara,% 2&&1A (aps are not t,e w,ole of geograp,0% 9ut t,ere can 9e no geograp,0 wit,out
t,e(A Barts,orne (1737 states t,at t,e use of (aps in geograp,ic wor1s is so i(portant t,at it see(s fair to
suggest t,at if t,e pro9le( cannot 9e studied funda(entall0 90 (aps% t,en it is ;uestiona9le w,et,er or not it is
wit,in t,e field of geograp,0. Baggett (17!7 e:pressed t,e sa(e senti(ent e/en (ore directl0 and succinctl0
t,at geograp,0 is art of (ap a9le. #fo(ata (2&&8 opines t,at (aps aid t,e ac,ie/e(ent of o9+ecti/es of
geograp,0 C as t,e (ap is t,e distincti/e tool of t,e geograp,er. )ll t,ese are pointers to t,e fact t,at well
1nown geograp,ers often define geograp,0 around (aps and (ap use.
Daps are t,erefore /er0 i(portant in senior secondar0 sc,ool >eograp,0. 4nowledge% S1ills and
co(petencies ac;uired in (ap associated teac,ingElearning facilitate effecti/e teac,ing and learning of ot,er
aspects of senior secondar0 sc,ool geograp,0. It is e;uall0 wit, (aps t,at spatial relation and spatial for(s can
9est 9een seen and anal0sed. It also facilitates t,e understanding of >lo9al Positioning Satellite (>PS and
>lo9al Infor(ation S0ste( (>IS 9ased s0ste(s w,ic, are t,e (odern na/igational tec,nologies t,at appear in
our e/er0da0 life (Figgleswort,% 2&&3. 3,ese tec,nologies are 1e0 researc, and co((unication tools for
geograp,ers. 3,e0 ,a/e significantl0 increased interest in geograp,0 as t,e growing i(portance of (aps is rising
a(ong geograp,ers% ps0c,ologists and cogniti/e scientists in spatial t,in1ingA t,e 1ind of t,in1ing t,at under
pins (ap reading and interpretation (Sara,% 2&&1.
.nfortunatel0% (apwor1 ,as posed a great t,reat to effecti/e geograp,0 education in secondar0 sc,ools
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and wea1ened t,e (orale and ent,usias( of students of >eograp,0% t,us leading to ,ig, rate of poor
perfor(ance of >eograp,0 in Senior Secondar0 Sc,ool <ertificate E:a(inations for 0ears now.
)ssess(ent of studentsG 1nowledge% indicate t,at students are not co(petent (ap users. ?or instance%
anal0sis of t,e National )ssess(ent of Educational Progress (N)EPA 2&&1 geograp,0 e:a( re/eal t,at at e/er0
le/el% test ite(s t,at re;uired students to use and interpret (aps were (ost c,allenging as t,e (ost difficult ite(s
re;uired (ap interpretation% construction or use. )lso% F)E< c,ief e:a(iners reports (2&&'% 2&&5% 2&&7 and
2&1& s,ow t,at ;uestions on (ap reading aspect of geograp,0 were poorl0 attended 90 t,e candidates.
)ccording to t,e reports% t,e candidates lac1ed 1nowledge of drawing of cross profile and interpretation of (apsA
(ost candidates could neit,er draw an annotated cross profile nor deter(ine inter-/isi9ilit0 9etween relief and
transportation networ1 or gi/e reasons for t,e sparse population of t,e (apped areas.
3,e reports also e:plained t,at t,e consistent poor (apwor1 e:,i9ition 90 candidates ,as resulted to
t,eir poor grades in geograp,0. 3,e reports attri9uted t,ese poor grades of t,e candidates a(ong ot,er t,ings to
inco(petenc0 and non-;ualification of geograp,0 teac,ers. F)E<A (2&&' o9ser/es t,at social studies graduates%
geologists and #N5EBN5 graduates in 3own and @egional Planning are engaged to teac, geograp,0 in
secondar0 sc,ools. 3,is% to researc,erGs point of /iew could cause co(petenc0 gaps a(ong geograp,0 (apwor1
teac,ers.
)ccording to Nnawugwu (2&1&% t,ere are se/eral areas of s1ills in (apwor1. 3,ese include= 9asic
s1ills= (w,ic, in/ol/e la9eling and annotation of diagra(s% (aps% grap,s% s1etc,es etc% drawing s1etc,es fro(
p,otograp,s and in t,e field% use and interpretation of aerial E o9li;ue and satellite p,otograp,s of rural E or ur9an
landscapesA cartograp,ic ((ap s1ill= (s1ills in recogni*ing and descri9ing distri9utions and patterns of 9ot,
,u(an and p,0sical features )lso t,e drawing% la9eling% understanding and interpretation of s1etc, (aps are
re;uired. #t,ers include ordinance sur/e0 (ap reading s1illsA grap,ical s1ills (s1ills to construct line% 9ar% scatter
grap,s% and pie diagra(s% co(pletion of a /ariet0 of grap,s and (aps including c,oroplet,% isoline and
proportional s0(9ols. Interpretation of a /ariet0 of grap,s including t,ose located on (aps and topological
diagra(s.
In translating t,ese s1ills re;uire(ent into t,e conte:t of t,e classroo(% teac,ers of geograp,0 s,ould
de(onstrate t,eir co(petencies in 1nowledge and s1ills w,ile teac,ing (apwor1. #laitan% )lari9e and Nwo9u
(2&&7 note t,at w,en a teac,er of a su9+ect is una9le to de(onstrate co(petencies w,ile i(ple(enting t,e
su9+ect curriculu(% to a le/el t,at is accepta9le% t,en t,e teac,er lac1s co(petence and re;uires i(pro/e(ent in
t,at regard. 3,e geograp,0 teac,er w,o lac1s co(petence in t,e teac,ing of (apwor1 ,as a gap to 9e filled for
effecti/e teac,ing and learning of (apwor1 in geograp,0. 3,e gap is t,e difference 9etween t,e tas1 t,e teac,er
is e:pected to perfor( and t,e le/el to w,ic, t,e teac,er could perfor( t,e tas1 in teac,ing (apwor1% w,ic,
ot,erwise is t,e co(petenc0 gap. <ould t,e co(petenc0 gaps a(ong geograp,0 teac,ers 9e identified in t,e
teac,ing of (apwor1 in secondar0 sc,oolsH

urpose of the Study
3,e general purpose of t,e stud0 is to deter(ine t,e co(petenc0 gaps a(ong geograp,0 teac,ers in t,e
teac,ing of (apwor1 in secondar0 sc,ools in 4ogi State. Specificall0% t,e stud0 intends to=
1. Identif0 t,e co(petencies needed 90 geograp,0 teac,ers in t,e teac,ing of geograp,0 (apwor1 in secondar0
sc,ools.
2. deter(ine t,e co(petencies possessed 90 geograp,0 teac,ers in t,e teac,ing of geograp,0 (apwor1 in
secondar0 sc,ools.
3. find out t,e co(petenc0 gaps t,at geograp,0 teac,ers need to fill in t,e teac,ing of geograp,0 (apwor1 in
secondar0 sc,ools.

!esearch "uestions
3,e following researc, ;uestions guided t,e stud0=
1. F,at are t,e co(petencies needed 90 teac,ers in t,e teac,ing of geograp,0 (apwor1 in secondar0
sc,oolsH
2. F,at are t,e co(petencies possessed 90 geograp,0 teac,ers in t,e teac,ing of (apwor1 in secondar0
sc,oolsH
3. F,at are t,e co(petenc0 gaps a(ong geograp,0 teac,ers t,at need to 9e filled in t,e teac,ing of
(apwor1 in secondar0 sc,oolsH

#esign of the Study
3,e design of t,e stud0 is an e/aluati/e design. E/aluati/e design according to )li% ). (2&&8 uses
sa(ple of an in/estigation to e:plain w,at is in e:istence or non- e:istent on t,e present status of p,eno(ena
9eing in/estigated. 3,e design is suita9le for t,e stud0 9ecause t,e co(petencies needed and possessed 90
geograp,0 teac,ers are in/estigated to s,ow co(petenc0 gaps to 9e filled for effecti/e teac,ing of geograp,0
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(apwor1 in secondar0 sc,ools.

Area of the Study
3,e stud0 was carried out in t,ree Education 6ones of 4ogi State (Ida,% 5e1ina and )n1pa Education 6ones. In
Ida, Education 6one% t,ere are four local go/ern(ent areas (Ida,% I9a+i% Igala(elaE#dolu and #fu -ocal
>o/ern(ent )reas. In 5e1ina Education 6one% t,ere are two -ocal >o/ern(ent )reas (5e1ina and Iassa -ocal
>o/ern(ent )reas. )nd in )n1pa Education 6one t,ere t,ree -ocal >o/ern(ent )reas ()n1pa% #(ala and
#la(a9oro -ocal >o/ern(ent )reas. 3,e *ones co(prise of predo(inantl0 ci/il ser/ants% (a+orit0 of w,ic,
are pri(ar0 and secondar0 sc,ool teac,ers. 3,e c,oice of t,e area of stud0 is due to t,e recorded consistent poor
perfor(ances of students in geograp,0 (apwor1 in t,e F)S<ENE<# E:ani(ations in t,e secondar0 sc,ools in
t,e *ones.

opulation of the Study
3,e target population of t,e stud0 is all t,e senior secondar0 sc,ool geograp,0 teac,ers in Ida,% 5e1ina
and )n1pa Education 6ones of 4ogi State. )/aila9le records s,ow t,at t,ere are 2&5 geograp,0 teac,ers in t,e
6ones (Dinistr0 of Education% Ida,% 5e1ina and )n1pa 6onal #ffices% 2&12. 3,e esti(ated population of
students offering geograp,0 at t,e senior secondar0 sc,ool le/el is 3%57& students in t,e 175 secondar0 sc,ools
in t,e *ones. 3,e c,oice of geograp,0 teac,ers as t,e population of t,e stud0 is t,e fact t,at t,e0 will pro/ide t,e
responses to t,e ;uestionnaire in t,e area of co(petences possessed or not possessed 90 t,e(.

Sample and Sampling Techni$ue
3,e representati/e sa(ple of 12& geograp,0 teac,ers was rando(l0 selected fro( t,e secondar0
sc,ools in t,e stud0 area. ) stratified rando( sa(pling was used to select respondents fro( all t,e secondar0
sc,ools in t,e stud0 area.

Instrument for #ata Collection
3,e researc,er de/eloped instru(ent w,ic, was used in data collection. It is titled J<o(petenc0 >aps
a(ong >eograp,0 3eac,ers in Dap @eading (<>>3D@K 3,e instru(ent was de/eloped 90 identif0ing t,e
s1ills re;uired in (ap reading and t,en constructing ite(s t,at can indicate t,e teac,ers possession or non-
possession of co(petencies in teac,ing t,e s1ills identified in literature. 3,e teac,ers were re;uired to indicate
t,eir co(petenc0Enon-co(petenc0 le/els in i(parting t,e stated (apwor1 s1ills on a '-point li1ert t0pe scale of
$er0 Big,l0 Possessed% Possessed% Not Possessed and Not $er0 Slig,tl0 Possessed wit, t,e corresponding /alue
of '% 3% 2 and 1 respecti/el0. )lso% t,e needed response categor0 ,as a rating scale of $er0 Big,l0 Needed ('
points% Needed (3 points% Not Needed (2 points and Not $er0 Slig,tl0 Needed (1 point.

%alidation of the Instrument
3,e de/eloped instru(ent was /alidated 90 t,ree science education specialists in t,e 5epart(ents of
Science Education and Social Science Education% .ni/ersit0 of Nigeria% Nsu11a. 3wo of t,e( are specialists in
(easure(ent and e/aluation and one in geograp,0 education. 3,e researc, topic% purpose of t,e stud0 and
researc, ;uestions and t,e constructed instru(ent were gi/en to t,e( for scrutin0. 3,e0 were re;uired to
e:a(ine t,e instru(ent in ter(s of le/el of language of e:pression% a(9iguit0% duplication of state(ent
rele/ance of ite(s to researc, purpose and researc, ;uestions and t,e ade;uac0 of t,e ite(s a(ong ot,ers. 3,e
co((ents and suggestions of t,e /alidates were used in producing t,e final cop0 of t,e instru(ent for data
collection.

!eliability of the Instrument
3,e relia9ilit0 of t,e instru(ent was deter(ined using <ron9ac,Gs <oefficient alp,a relia9ilit0 (et,od.
3went0 copies of t,e instru(ent were ad(inistered on twent0 geograp,0 teac,ers in #1ene Education 6one of
4ogi State w,ic, is outside t,e stud0 area. 3,eir scores on needed and possessed co(petencies were o9tained.
3,e differences in t,e needed and possessed co(petencies w,ic, were t,e co(petenc0 gaps a(ong t,e
geograp,0 teac,ers were noted. 3,e scores were split in to two e;ual ,alf. 3,e split ,alf scores of t,e instru(ent
were correlated to find t,e coefficient of internal consistenc0 and a relia9ilit0 coefficient of &.7! was o9tained.

Method of #ata Collection
3,e instru(ent was ad(inistered directl0 90 t,e researc,er and t,ree researc, assistants to geograp,0
teac,ers in t,e area of stud0. 3,e teac,ers fro( eac, sc,ool in t,e area of stud0 were re;uired to co(plete t,e
;uestionnaire on t,e spot% and it was collected 9ac1 fro( t,e( 90 eit,er t,e researc,er or ,is researc, assistants.
3,is ensured a ,ig, rate of return of t,e copies of t,e ;uestionnaire.

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Method of #ata Analysis
Feig,ted )/erage and co(petence needed inde: (<NI were e(plo0ed in anal0*ing t,e data fro( t,e
co(petenc0 cluster ;uestionnaire ite(s in order to answer t,e researc, ;uestions. 3,e co(petencies needed
were deter(ined as follows=
3,e (ean ("n of t,e needed categor0 was deter(ined for eac, ite(.
3,e (ean ("p of t,e possessed categor0 was deter(ined for eac, ite(.
3,e co(petenc0 gaps (<> a(ong t,e geograp,0 (apwor1 teac,ers were also deter(ined 90 finding t,e
difference 9etween "n and "p. 3,at is% <>L"n-"p.
F,ere t,e /alue of <> is positi/e (M/e% it (eans co(petenc0 i(pro/e(ent is needed 9ecause t,e le/el
at w,ic, t,e teac,ers are perfor(ing in teac,ing t,e ite( is lower t,an w,at is needed. F,ere <> is negati/e (-
/e% it (eans co(petenc0 i(pro/e(ent is not needed 9ecause% t,e teac,ers possess teac,ing co(petencies (ore
t,an w,at is re;uiredA 9ut w,ere <> is *ero (&% it (eans co(petenc0 i(pro/e(ent is also not needed 9ecause
t,e le/el at w,ic, t,e teac,ers are teac,ing geograp,0 (apwor1 is e;ual to t,e le/el t,at is needed.
In (a1ing decisions on t,e needed and possessed co(petencies 90 t,e geograp,0 teac,ers% w,ere t,e
(ean response /alue falls 9etween 1-1.'7% it is interpreted as Not $er0 Slig,tl0 Needed or Not $er0 Slig,tl0
PossessedA w,ere t,e (ean response falls 9etween 1.5&-2.'7% it is interpreted as Not Needed or Not Possessed.
)lso% w,ere t,e (ean response falls 9etween 2.5&- 3.'7% it is interpreted as Needed or Possessed and w,ere t,e
(ean /alue falls 9etween 3.5&-'.&&% it is interpreted as $er0 Big,l0 Needed or $er0 Big,l0 Possessed as t,e
case (a0 9e.

!esults
3,is c,apter was presented according to t,e researc, ;uestions and t,e ,0pot,eses t,at guided t,e stud0.
!esearch "uestion &ne' F,at are t,e co(petencies needed 90 geograp,0 teac,ers in t,e teac,ing of (apwor1
in secondar0 sc,oolsH

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Table (' (ean anal0sis of co(petencies needed 90 t,e geograp,0 teac,ers
Items Competency Skills in Geography Mapwork

) Mean Std. #e*.
ite(1 <on/ersion fro( one t0pe of scale to anot,er. 3 '.&& .&&&
ite(2 Deasuring distance on (ap. 3 '.&& .&&&
ite(3 <orrect calculation of actual distance on a (ap. 3 '.&& .&&&
ite(' Da1ing a state(ent scale. 3 3.&& .&&&
ite(5 Friting @epresentati/e ?ractions to 9e con/erted to State(ent Scale. 3 3.&& .&&&
ite(8 <on/ersion of @epresentati/e ?ractions to State(ent Scale. 3 3.&& .&&&
ite(7 <on/ersion of State(ents scale to @epresentati/e ?ractions. 3 3.&& .&&&
ite(! <on/ersion fro( -inear Scale to @epresentati/e ?raction. 3 3.33 .577
ite(7 <on/ersion fro( State(ent scale or @epresentati/e ?raction to -inear Scale. 3 3.&& .&&&
ite(1& S1ills in using t,read for (easure(ents on (aps. 3 3.87 .577
ite(11 3,e s1ills in use of pair of di/iders to (easure distance on (aps. 3 3.87 .577
ite(12 <alculation of actual distance on land fro( (easured distance on (ap. 3 3.87 .577
ite(13 5eter(ination of actual distance fro( a -inear Scale. 3 3.&& .&&&
ite(1' @eduction of (ap 90 an0 gi/en scale factor. 3 '.&& .&&&
ite(15 Enlarge(ent of a (ap 90 an0 gi/en scale factor. 3 3.87 .577
ite(18 Insertion of features in an enlarged (ap. 3 3.87 .577
ite(17 Insertion of features in a reduced (ap. 3 '.&& .&&&
ite(1! Deasure(ent of 9earing of one point fro( anot,er. 3 3.87 .577
ite(17 <alculations of gradients 9etween an0 two points on a (ap. 3 '.&& .&&&
ite(2& 5eter(ination of t,e area of a (ap. 3 3.87 .577
ite(21 5eter(ination of inter /isi9ilit0 9etween an0 two points on t,e (ap. 3 '.&& .&&&
ite(22 5rawing t,e cross profile of an0 relief features on a (ap. 3 '.&& .&&&
ite(23 )ccurate calculation of t,e /ertical e:aggeration of an0 gi/en relief profile. 3 '.&& .&&&
ite(2' )ccurate identification of con/entional signs used on contour (aps. 3 3.87 .577
ite(25 Identification of con/entional s0(9ols on contour (aps. 3 3.&& .&&&
ite(28 S1ills in identif0ing relief features on contour (aps. 3 3.87 .577
ite(27 S1ills in differentiating contour lines of one land for( fro( anot,er. 3 3.87 .577
ite(2! Identification of line s0(9ols on topograp,ical (aps. 3 3.&& .&&&
ite(27 Identification of pictorial s0(9ols on topograp,ical (aps. 3 3.&& .&&&
ite(3& Identification of point s0(9ols on topograp,ical (aps. 3 3.33 .577
ite(31 Identification of literal s0(9ols on topograp,ical (aps. 3 3.&& .&&&
ite(32 5escription of drainage c,aracteristics on topograp,ical (aps. 3 '.&& .&&&
ite(33 S1ills in description of relief of a section (ap. 3 3.&& .&&&
ite(3' Identif0ing nature of slops in (apped area. 3 3.87 .577
ite(35 S1ills in description of co((unication routes. 3 3.33 .577
ite(38 <orrect description of /arious land for(s on a gi/en topograp,ical (ap. 3 '.&& .&&&
ite(37 5escription of settle(ents on topograp,ical (aps. 3 '.&& .&&&
ite(3! -a9eling and annotation of diagra(s. 3 '.&& .&&&
ite(37 )ccurate interpretation of aerial (aps. 3 3.33 .577
ite('& S1ills in construction of line and 9ar grap,s. 3 3.33 .577

3a9le 1 s,ows t,at all t,e ite(s of t,e instru(ent are t,e co(petencies needed 90 geograp,0 teac,ers in t,e
teac,ing of (apwor1 in secondar0 sc,ools. 3,is was arri/ed at 90 considering t,e (ean /alues for eac, of t,e
ite(s. 3,e anal0sis i(plies t,at all t,e ite(s ,a/e (ean /alues (ore t,an 2.5& 9enc,(ar1 (ean and t,us are t,e
co(petencies needed 90 t,e geograp,0 teac,ers in teac,ing of geograp,0 (apwor1.
!esearch "uestion Two' F,at are t,e co(petencies possessed 90 geograp,0 teac,ers in t,e teac,ing of
(apwor1 in secondar0 sc,oolsH
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Table +' (ean anal0sis of co(petencies possessed 90 t,e geograp,0 teac,ers
Items Competency Skills in Geography Mapwork

) Mean Std. #e*.
ite(1 <on/ersion fro( one t0pe of scale to anot,er. 12& 3.1! .758
ite(2 Deasuring distance on (ap. 12& 3.18 .!1&
ite(3 <orrect calculation of actual distance on a (ap. 12& 3.&! .775
ite(' Da1ing a state(ent scale. 12& 2.73 .78'
ite(5 Friting @epresentati/e ?ractions to 9e con/erted to State(ent Scale. 12& 2.73 .753
ite(8 <on/ersion of @epresentati/e ?ractions to State(ent Scale. 12& 2.73 .77&
ite(7 <on/ersion of State(ents scale to @epresentati/e ?ractions. 12& 2.!7 .7!8
ite(! <on/ersion fro( -inear Scale to @epresentati/e ?raction. 12& 2.!3 .737
ite(7 <on/ersion fro( State(ent scale or @epresentati/e ?raction to -inear Scale. 12& 2.72 .751
ite(1& S1ills in using t,read for (easure(ents on (aps. 12& 2.!8 .71'
ite(11 3,e s1ills in use of pair of di/iders to (easure distance on (aps. 12& 2.7& .73!
ite(12 <alculation of actual distance on land fro( (easured distance on (ap. 12& 2.!! .72'
ite(13 5eter(ination of actual distance fro( a -inear Scale. 12& 2.73 .7'2
ite(1' @eduction of (ap 90 an0 gi/en scale factor. 12& 2.75 .7!7
ite(15 Enlarge(ent of a (ap 90 an0 gi/en scale factor. 12& 2.!! .787
ite(18 Insertion of features in an enlarged (ap. 12& 2.71 .733
ite(17 Insertion of features in a reduced (ap. 12& 2.!! .735
ite(1! Deasure(ent of 9earing of one point fro( anot,er. 12& 2.!& .!&5
ite(17 <alculations of gradients 9etween an0 two points on a (ap. 12& 2.'! .!7!
ite(2& 5eter(ination of t,e area of a (ap. 12& 2.3& .722
ite(21 5eter(ination of inter /isi9ilit0 9etween an0 two points on t,e (ap. 12& 2.2! .725
ite(22 5rawing t,e cross profile of an0 relief features on a (ap. 12& 2.3! .71!
ite(23 )ccurate calculation of t,e /ertical e:aggeration of an0 gi/en relief profile. 12& 2.'5 .!!7
ite(2' )ccurate identification of con/entional signs used on contour (aps. 12& 2.87 .7&&
ite(25 Identification of con/entional s0(9ols on contour (aps. 12& 2.!2 .!37
ite(28 S1ills in identif0ing relief features on contour (aps. 12& 2.73 .77&
ite(27 S1ills in differentiating contour lines of one land for( fro( anot,er. 12& 2.71 .7!7
ite(2! Identification of line s0(9ols on topograp,ical (aps. 12& 2.75 .778
ite(27 Identification of pictorial s0(9ols on topograp,ical (aps. 12& 2.!! .8!!
ite(3& Identification of point s0(9ols on topograp,ical (aps. 12& 2.!! .88!
ite(31 Identification of literal s0(9ols on topograp,ical (aps. 12& 2.!7 .733
ite(32 5escription of drainage c,aracteristics on topograp,ical (aps. 12& 2.7& .771
ite(33 S1ills in description of relief of a section (ap. 12& 2.71 .77!
ite(3' Identif0ing nature of slops in (apped area. 12& 2.!7 .7''
ite(35 S1ills in description of co((unication routes. 12& 2.!8 .77&
ite(38 <orrect description of /arious land for(s on a gi/en topograp,ical (ap. 12& 2.!2 .722
ite(37 5escription of settle(ents on topograp,ical (aps. 12& 2.!5 .87'
ite(3! -a9eling and annotation of diagra(s. 12& 2.!8 .852
ite(37 )ccurate interpretation of aerial (aps. 12& 2.!2 .87'
ite('& S1ills in construction of line and 9ar grap,s. 12& 3.25 .5!3
<on/ersion fro( one t0pe of scale to anot,er.
Deasuring distance on (ap.

3,e anal0sis of data in 3a9le 2 s,ows t,at out of t,e '& ite(s of t,e instru(ent% ite(s 17% 2&% 21% 22 and 23
are t,e co(petencies not possessed 90 t,e geograp,0 teac,ers in teac,ing of (apwor1 in secondar0 sc,ools.
Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline
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'7
3,is is for t,e fact t,at t,ose ite(s ,a/e (ean /alues less t,an t,e 2.5& 9enc, (ar1 (ean. )ll ot,er ite(s of
t,e instru(ent are t,e co(petencies possessed 90 t,e geograp,0 teac,ers since t,e0 ,a/e (ean /alues a9o/e
2.5&.
!esearch "uestion Three' F,at are t,e co(petenc0 gaps a(ong geograp,0 teac,ers t,at need to 9e filled in
t,e teac,ing of (apwor1 in secondar0 sc,oolsH
Table ,' (ean anal0sis of t,e co(petenc0 gaps a(ong geograp,0 teac,ers
<o(petencies N Dean Std. 5e/iation
Needed <o(petencies '& 3.55&& .1&7&
Possessed <o(petencies 35 2.!281 .8871
Dean difference &.7237

3a9le 3 indicates t,at t,e (ean of t,e co(petencies needed 90 t,e geograp,0 teac,ers is 3.55&& wit, a standard
de/iation of &.1&7&% w,ile t,e (ean of t,e co(petencies possessed 90 t,e geograp,0 teac,ers is 2.!281 wit, a
standard de/iation of &.8871. 3,is 90 i(plication s,ows t,at t,e co(petenc0 gap a(ong t,e geograp,0 teac,ers
t,at need to 9e filled for effecti/e teac,ing of (apwor1 in secondar0 sc,ools is &.7237.

#iscussion of the -indings
3,e result of t,is stud0 re/eals t,at on a general note% t,ere are co(petencies needed in teac,ing
(apwor1. 3,e anal0sis of t,e data to t,e first researc, ;uestion s,ows t,at all t,e identified (apwor1
co(petencies are needed in teac,ing of (apwor1 in secondar0 sc,ools. 3,is is in support of Nnawugwu (2&1&
w,o opined t,at t,ere are se/eral s1ills needed 90 geograp,0 teac,ers to possess for effecti/e teac,ing of
(apwor1A and t,at geograp,0 teac,ers s,ould de(onstrate t,eir co(petencies in 1nowledge and s1ills w,ile
teac,ing t,e needed (apwor1 s1ills.
3,e anal0sis of data to t,e second researc, ;uestion in ta9le 2 s,ows t,at geograp,0 teac,ers do not
possess co(petenc0 ite( nu(9ers 17% 2&% 21% 22 and 23 respecti/el0 needed in teac,ing (apwor1. 3,is is in
support of F)E< c,ief e:a(iners reports (2&&'% 2&&5% and 2&&7 t,at attri9uted t,e poor perfor(ance of t,e
candidates to non ;ualification and inco(petenc0 of t,e geograp,0 teac,ers to teac, t,e candidates t,e 9asic
(apwor1 s1ills. No education can rise a9out t,e ;ualit0 of its teac,ers (?ederal Dinistr0 of Education% 2&&' is
apt in t,is respect as teac,ers can not i(pact w,at t,e0 do not possess.
3,e anal0sis of data to researc, ;uestion in ta9le 3 s,ows t,at co(petenc0 gaps e:ist a(ong geograp,0
teac,ers in teac,ing (apwor1. 3,is is 9ecause of t,e differences 9etween t,e co(petencies needed in teac,ing
(apwor1 and t,e co(petencies possessed 90 teac,ers of geograp,0 in teac,ing (apwor1. 3,is finding lend
support to #laitan% )lari9e and Nwo9u (2&&7 w,o opine t,at a teac,er of a su9+ect w,o is una9le to
de(onstrate co(petencies w,ile i(ple(enting t,e su9+ect curriculu(% to a le/el t,at is accepta9le% t,at teac,er
lac1s co(petence and re;uires i(pro/e(ent in t,at regard. 3,us% t,e geograp,0 teac,ers w,o lac1 co(petencies
in teac,ing (apwor1 ,a/e gaps to 9e filled for effecti/e teac,ing and learning of (apwor1.

Conclusion
3,is stud0 ,as identified t,e co(petencies needed and possessed 90 geograp,0 (apwor1 teac,ers. It ,as also
identified t,e co(petenc0 gaps a(ong geograp,0 teac,ers in t,e teac,ing of (apwor1 in secondar0 sc,ools. It is
e:pected t,at ade;uatel0 planned and i(ple(ented training and re-training progra((es t,at is 9ased on t,e
findings of t,is stud0 will e;uip geograp,0 teac,ers ade;uatel0 to teac, (apwor1 effecti/el0 in secondar0
sc,ools. )s a result studentsG ac,ie/e(ent 9ot, in internal and e:ternal e:a(ination in geograp,0 (apwor1 will
i(pro/e.

!eferences
)li% ). (2&&8 <onducting @esearc, in Education and t,e Social Sciences. EnuguA 3as,iwa Networ1s -td.
?ederal >o/ern(ent of Nigeria (?@N% 2&&' National Polic0 on Education= @e/ised
Barts,orne% @. (1737 Maps and Map Learning in social studies. @etrie/ed fro( ,ttp=EEwww.co(.goliat,
9usiness. #n 31E&!E2&1&
Barts,orne% @. (1757 Perspecti/es on t,e Nature of >eograp,0. New Nor1.
Bagget% P. )A <liff% ) and ?re0 (1777 Locational Analysis in Human Geography. -ondon= Edward )rnold.
Bar(% I (1777 >eograp,ic Education and Pu9lic Polic0= )n address Presented 9efore t,e N<>E #pening
Session% >ardner )uditoriu(% Dassac,usettes State Bouse.
N)EP (2&&1 National Assessment of Educational Progress. @etrie/ed fro(= ,ttp=EEwww.goliat,9usinessnews
on 3&E&!E2&1&.
NE@5< (2&&7 Nigerian Educational @esearc, 5e/elop(ent <ouncilA ?ederal Dinistr0 of Education= Senior
Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline
$ol.5% No.25% 2&1'

'!
Secondar0 Education <urriculu(- >eograp,0 for SS 1-3.
Nnawugwu (2&1& >eograp,0= Nou would 9e lost wit, it. @etrie/ed fro(= >eograp,0 9log. #n 13
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)pril% 2&11
#fo(ata% >.E.4. (2&&8 Geographic Thought. Ja(oe Enterprises (Nigeria
Sara,% I (2&&1 3eac,ing and learning wit, Daps in Social Studies <urriculu(. @etrie/ed fro(=
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FigglesGwort,% J. (2&&3. F,at is t,e 9est @out, ?inding Strategies of Diddle Sc,ool Students using >.IS.
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F)E< (2&1& <,ief E:a(inerGs @eport

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