Application of Current Gap between Research and Classroom Practices Instructional Methodology by Secondary School Geography Teachers in Central Plateau, Nigeria

The study investigated the application of current gap between research and classroom practice. It was particularly directed at studying the application of three active instructional strategies by geography teachers in central plateau as a litmus test of compliance to research advocacy in education. The stratified random sampling method was used to select a sample of 64 geography teachers used for the study. Mean score and t-test of independent were employed for the analysis of data for the study. The result of analysis revealed that the three active methods: experiential learning, inquiry-based learning and collaborative learning were not significantly adopted by the teachers. This phenomenon did not differ significantly between geography teachers in private and public schools. It was therefore recommended that government should provide opportunity and create the enabling environment for teacher’s self- development. This is in addition to making attendance of workshops, seminars and conferences part of the requirements for the promotion of teachers for instructional methodology for the geography teaching in plateau state Nigeria.

Keywords – Current Gaps, Research, Classroom Teaching Instructional Methodology and Geography Teachers