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An Analysis of Teachers Perceptions of Current Geographic Education Programs in Libyan General Secondary Schools

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An Analysis of Teachers Perceptions of Current Geographic Education Programs in Libyan General Secondary Schools Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1984 An Analysis of Teachers Perceptions of Current Geographic Education Programs in Libyan General Secondary Schools. El-sghayer Abdulgader Bahammi Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Bahammi, El-sghayer Abdulgader, "An Analysis of Teachers Perceptions of Current Geographic Education Programs in Libyan General Secondary Schools." (1984). LSU Historical Dissertations and Theses. 4004. https://digitalcommons.lsu.edu/gradschool_disstheses/4004 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This reproduction was made from a copy of a document sent to us for microfilming. While the most advanced technology has been used to photograph and reproduce this document, the quality of the reproduction is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help clarify markings or notations which may appear on this reproduction. 1.The sign or “target” for pages apparently lacking from the document photographed is “ Missing Page(s)” . I f it was possible to obtain the missing page(s) or section, they are spliced into the film along w ith adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure complete continuity. 2. When an image on the film is obliterated with a round black mark, it is an indication of either blurred copy because of movement during exposure, duplicate copy, or copyrighted materials that should not have been film ed. For blurred pages, a good image of the page can be found in the adjacent frame. If copyrighted materials were deleted, a target note will appear listing the pages in the adjacent frame. 3. When a map, drawing or chart, etc., is part of the material being photographed, a definite method of “sectioning” the material has been followed. It is customary to begin film ing at the upper left hand corner o f a large sheet and to continue from left to right in equal sections with small overlaps. If necessary, sectioning is continued again-beginning below the first row and continuing on until complete. 4. For illustrations that cannot be satisfactorily reproduced by xerographic means, photographic prints can be purchased at additional cost and inserted into your xerographic copy. These prints are available upon request from the Dissertations Customer Services Department. 5. Some pages in any document may have indistinct print. In all cases the best available copy has been film ed. University Microfilms International 300 N. Zeeb Road Ann Arbor, Ml 48106 8515128 Bahammi, El-Sghayer Abdulgader AN ANALYSIS OF TEACHERS PERCEPTIONS OF CURRENT GEOGRAPHIC EDUCATION PROGRAMS IN LIBYAN GENERAL SECONDARY SCHOOLS The Louisiana State University and Agricultural and Mechanical Col.Ed.D. 1984 University Microfilms International 300 N. Zeeb Road, Ann Arbor, Ml 48106 Copyright 1985 by Bahammi, El-Sghayer Abdulgader All Rights Reserved PLEASE NOTE: In all cases this material has been filmed in the best possible way from the available copy. Problems encountered with this document have been identified here with a check mark V . 1. Glossy photographs or pages______ 2. Colored illustrations, paper or print______ 3. Photographs with dark background_____ 4. Illustrations are poor copy______ 5. Pages with black marks, not original copy ______ 6. Print shows through as there is text on both sides of p a g_______ e 7. Indistinct, broken or small print on several pages \ / 8. Print exceeds margin requirements______ 9. Tightly bound copy with print lost in spine_______ 10. Computer printout pages with indistinct print______ 11. Page(s)____________lacking when material received, and not available from school or author. 12. Page(s)____________seem to be missing in numbering only as text follows. 13. Two pages numbered . Text follows. 14. Curling and wrinkled pages ______ 15. Dissertation contains pages with print at a slant, filmed as received_________ 16. Other _____ ________________________________________ University Microfilms International AN ANALYSIS OF TEACHERS PERCEPTIONS OF CURRENT GEOGRAPHIC EDUCATION PROGRAMS IN LIBYAN GENERAL SECONDARY SCHOOLS A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College In partial fulfillment of the requirements of the degree of Doctor of Education in The Interdepartmental Program of Education by El-Sghayer Abdulgader Bahammi B.A., The Libyan University, Benghazi, 1969 M.A., University of El-Fatah, Tripoli, 1975 December 1984 © 1985 EL-SGHAYER ABDULGADER BAHAMMI All Rights Reserved ACKNOWLEDGEMENTS The writer wishes to express his sincere appreciation and gratitude to the many individuals who contributed to this study. Deep appreciation is extended to Dr. William B. Stanley, the writer's major professor and chairman of the dissertation committee, for his encouragement, gui­ dance, advice, and assistance. Dr. Stanley was stimulating during various phases of my research. Special thanks are extended to the remaining members of my committee: Dr. Donald E. Vermeer; Dr. Spencer J. Maxcy; Dr. Earl Cheek; and Dr. Peter A Soderbergh. Their valuable suggestions and guidance are deeply appreciated. Sincere thanks must be offered to Dr. Jerry W. Andrews, and to Dr. Barbara M. Strawitz for their support and encouragement during the early steps of my doctoral program and research. Gratitude is also extended to various individuals who helped in making this project possible. Particular appreciation is expressed to all of those who freely gave their time to assist in filling out questionnaires, or in distributing questionnaires to, and collecting them from, secondary geography teachers. Finally, very special thanks are expressed to my parents and brothers who patiently waited my return from the United States, and to my wife and children whose understanding and patience made this investigation possible. ii TABLE OF CONTENTS Page ACKNOWLEDGEMENTS......................................... ii LIST OF TABLES............................................ vi ABSTRACT................................................... x Chapter I. INTRODUCTION........................................ 1 Statement of the Problem.......................... A Questions to be Answered.......................... A Delimitation of the Study........................ 5 Definition of Terms................................ 5 Significance of the Study......................... 6 Organization of the Study......................... 7 II. EDUCATION IN LIBYA................................ 9 Introduction........................................ 9 Administration and Finance........................ 11 Structure and Organization........................ 12 Recent Developments in Education..... „ .......... 1A Geography Teacher Education....................... 18 Secondary School Geography Classroom Time and Content.............................. 19 Summary.............................................. 20 III. REVIEW OF THE RELATED LITERATURE Research Studies on Geographic Education........ 23 The High School Geography Projects............... AO The American High School Geography Project...... AO The German High School Geography Project........ A7 British Geography Projects........................ A9 Geographic Guidelines and Social Studies Projects and Curriculum Guidelines......... 52 Criteria for Evaluating Geographic Education Programs at the Libyan Secondary Level 60 IV. CONDUCT OF THE STUDY............................... 66 Population of the Study............................ 66 iii TABLE OF CONTENTS (continued) Chapter Page IV. (continued) Fvesearch Instrument................................ 67 Pilot Study.......................................... 69 Data Collection..................................... 70 Data Treatment...................................... 72 V. PRESENTATION AND ANALYSIS OF DATA................ 73 Sex, Experience and Degrees of Geography Teachers....................................... 73 Objectives of Geographic Education............... 77 Content and Curriculum of Geographic Education...................................... 83 Environmental Problems Some Parts of Libya Face............................................ 90 Geography Teaching Methods........................ 94 Utilization of Diversified Student Activities... 103 Availability of Geographic Resources and Materials...................................... 110 Evaluation Techniques and Devices................ 117 VI. COMPARISON OF THE DEVELOPED CRITERIA WITH RESULTS OF THE RESEARCH INSTRUMENT......... 126 Objectives of Geographic Education............... 126 Content and Curriculum of Geographic Education...................................... 134 Geographic Resources, Materials and Teaching- Learning Activities........................... 144 Teaching Resources and Materials................. 144 Teaching Methods.................................... 148 Student Learning Activities....................... 152 Evaluation in Geographic Education............... 155 Summary.............................................. 159 VII.
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