Assessment of geography students' map reading and interpretation skills, and the contributing factors

Abstract

The primary objective of this study was to evaluate the map-work skills of Geography students with the intention of identifying their strengths and weaknesses. By understanding each student's capabilities and limitations, teachers can offer more effective assistance. Furthermore, the study aimed to investigate the factors influencing students' map reading and interpretation abilities. To accomplish this, Fischer's Skill Theory was employed as a theoretical framework. The research adopted a mixed methods approach involving Grade 11 Geography students and their teachers. Three secondary schools were selected using convenience sampling, while the students and teachers were chosen through purposive sampling. The study employed two methods for data collection: a map-work test to measure student achievement and semi-structured interviews. Descriptive statistics were applied to analyse the data obtained from the map-work test, while thematic analysis was used for the qualitative data derived from the interviews. The study's findings unveiled that students from the selected schools demonstrated knowledge in utilising map keys, grid referencing, interpreting contour lines for gradient assessment, and understanding contour intervals. Predominant errors were observed in calculating bearings, slope gradients, and interpreting map keys. The research further identified that students' skills were hindered by factors such as inadequate availability of maps and question papers, insufficient teacher scaffolding support, and limited practice opportunities. Teacher interviews highlighted the challenges faced in enhancing students' map-work skills, including students' lack of motivation, scarcity of maps and question papers, and the demanding Geography syllabus to be covered within a restricted timeframe. Consequently, the study recommends that the Ministry of Education in Lesotho provide schools with diverse topographic maps. Collaboration between school principals and the ministry is advised to facilitate teacher participation in workshops focused on strategies for effectively covering the extensive syllabus in a limited timeframe