PERCEPTIONS OF GEOGRAPHY TEACHERS IN TEACHING
GEOGRAPHIC INFORMATION SYSTEMS IN GRADE 10 AT
SELECTED SCHOOLS IN THE FRANCES BAARD DISTRICT
by:
XXXXXXXXXXXXXX
(Bachelor of Education: Senior and Further Education and Training
Phase)
A RESEARCH PROJECT SUBMITTED in PART FOR THE
FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE
BACHELOR OF EDUCATION HONOURS
IN CURRICULUM STUDIES
in the School of Education
Sol Plaatje University, Kimberley
Supervisor: Dr E.P. Barnett
Co-Supervisor: Dr M. Mapuya
Submission Date: January 2022
i
, DECLARATION
I hereby declare that this research project represents my own work which has been
done after registration for the degree of Bachelor of Education Honours in Curriculum
Studies at Sol Plaatje University, and has not been previously included in a thesis or
dissertation submitted to this or any other institution for a degree, diploma or other
qualification.
I have read the University’s current research ethics guidelines, and accept
responsibility for the conduct for the procedures in accordance with the Senate
Research Ethics Committee (SREC). I have attempted to identify all the risks related
to this research that may arise in conducting this research, obtained the relevant
ethical and/or safety approval (where applicable), and acknowledged my obligations
and the rights of the participants.
__________________________
XXXXXXXX
10April 2022
ii
, ACKNOWLEDGEMENTS
I wish to acknowledge and show my deepest appreciation to the following people
who have all played a role in the completion of this study.
To our Almighty God who has blessed me beyond my wildest expectations and
given me the ability to persevere.
To my supervisor, Dr Emma Barnett, who has motivated and encouraged me
throughout this study.
To the participants as well as the selected schools, my warmest gratitude for their
cooperation in ensuring that this study becomes a success.
I would like to take this opportunity express my gratitude to my family, siblings,
closest friends, and most importantly my dearest parents who encouraged and
supported me to pursue my studies this far me and if possible, beyond.
iii
, ABSTRACT
Geographic Information Systems (GIS) is a subsection of the Grade 10-12 Geography
curriculum offered in the South African schools. Geography comprise of the study of
human activities on both a local and global scale and their interrelationships and
interactions with environments. In this study the perceptions of Geography teachers in
the teaching of Grade 10 Geographic Information Systems in selected schools in the
Frances Baard District were explored. A Geographic Information System (GIS) is a
computer system that captures, stores, analyzes, manages, and displays data and
related qualities that are spatially referenced to the earth. Geographic Information
Systems education in Geography is helpful for exposing teachers to being able to
enhance learners’ cartographic, decision-making and problem-solving skills. There is
however a low level of performance in Geography in schools and in particular the
Geographic Information Systems section. Various studies suggest a number of
possible factors that might be responsible for low results, such as school environment
and resources. Furthermore, there are teaching and learning challenges amongst
teachers such as lack of training, insufficient knowledge and support in terms of GIS
Geographic Information Systems. The objective of this study was explored through a
qualitative research methodology. Data was collected through semi-structured
interviews. Three participants participated in this study at their own free will through
ethical considerations and clearance. Based on findings teachers perceive
Geographic Information Systems as a fundamental part of Geography Curriculum.
However, there is lack of training and support from the Department of Basic Education
as well as inadequate infrastructure to support the implementation of Geographic
Information Systems in schools. The recommendation is to provide regular training
and support with regard to the teaching and learning of Geographic Information
Systems as a fundamental part of Geography Curriculum. The Department of Basic
Education should also provide the funding for geographical resources and proper
infrastructure to promote the Geographic Information Systems in schools.
Keywords: Geography, Geographic Information Systems, Teachers’ perceptions,
Grade 10
iv
, LIST OF TABLES
Table 1: Steps in identifying themes
v
, ACRONYMS AND ABBREVIATIONS
CAPS Document Curriculum Assessment and Policy Statement
CC Cognitive constructivism
COVID-19 Coronavirus disease of 2019
DBE Department of Basic Education
DoE Department of Education
ESRI Environmental Systems Research Institute
FET Further Education and Training Phase
GIS Geographic information system
MoE Ministry of Education
NCDoE Northern Cape Department of Education
vi
, TABLE OF CONTENTS
DECLARATION ii
ACKNOWLEDGEMENTS iii
ABSTRACT iv
LIST OF TABLES vi
LIST OF ACRONYMS AND ABBREVIATIONS vii
CHAPTER 1: INTRODUCTION AND BACKGROUND 1
1.1 INTRODUCTION 1
1.2 STATEMENT OF RESEARCH PROBLEM 3
1.3 RESEARCH QUESTION 4
1.4 RESEARCH AIM 4
1.5 RESEARCH OBJECTIVES 4
1.6 LITERATURE REVIEW 4
1.6.1 The importance of funding to teach Geographic Information Systems 5
1.6.2 Support for teaching Geographic Information Systems in schools 5
1.6.3 Complexity of language in Geographic Information Systems 6
1.7 THEORETICAL FRAMEWORK: COGNITIVE CONSTRUCTIVISM 7
1.8 RESEARCH METHODOLOGY 7
1.9 RESEARCH DESIGN 8
1.10 SAMPLING 8
1.11 DATA COLLECTION 9
1.12 DATA ANALYSIS 10
1.13 ETHICAL CONSIDERATIONS 10
1.13.1 Autonomy 10
1.13.2 Non-maleficence 10
1.13.3 Trustworthiness 12
1.14 POSITIONALITY OF THE STUDY 12
1.15 DEMARCATION OF THE STUDY 13
1.16 SUMMARY 13
CHAPTER 2: LITERATURE REVIEW 14
2.1 INTRODUCTION 14
2.2 GEOGRAPHY AS A SUBJECT IN SCHOOLS 14
2.3 THE TEACHING OF GEOGRAPHIC INFORMATION SYSTEM AS A 16
COMPONENT OF GEOGRAPHY
vii
, 2.4 TEACHERS EXPERIENCE IN TEACHING GEOGRAPHIC 18
INFORMATION SYSTEM
2.4.1 International teachers’ perspective of teaching Geographic Information 18
Systems
2.4.2 South African teachers’ perspective of teaching Geographic Information 19
Systems
2.5 SUMMARY 19
CHAPTER 3: RESEARCH METHODOLOGY 21
3.1 INTRODUCTION 21
3.2 RESEARCH METHODOLOGY 21
3.2.1 Research design 21
3.2.2 Sampling 22
3.2.3 Data collection 22
3.2.4 Data analysis 23
3.3 ETHICAL CONSIDERATIONS 24
3.4 SUMMARY 25
CHAPTER 4: FINDINGS AND INTERPRETATIONS 26
4.1 INTRODUCTION 26
4.2 THEME 1: SIGNIFICANCE OF TEACHING GEOGRAPHIC 26
INFORMATION SYSTEMS
4.3 THEME 2: PERCEPTIONS OF TEACHING GEOGRAPHIC 29
INFORMATION SYSTEMS
4.4 SUMMARY 32
CHAPTER 5: SUMMARY, RECCOMENDATIONS AND 34
CONCLUSIONS
5.1 INTRODUCTION 34
5.2 SUMMMARY OF STUDY 34
5.3 AIM AND OBJECTIVES OF THE STUDY 35
5.3.1 Objective one 36
5.3.2 Objective two 36
5.4 RECOMMENDATIONS 37
5.4.1 Resources 37
5.4.2 Support and monitoring 37
5.5 LIMITATIONS OF THE STUDY 37
5.6 RECOMMENDATIONS FOR FUTURE RESEARCH 38
5.7 CONCLUSION 38
REFERENCES 40
APPENDIXES 47
viii
GEOGRAPHIC INFORMATION SYSTEMS IN GRADE 10 AT
SELECTED SCHOOLS IN THE FRANCES BAARD DISTRICT
by:
XXXXXXXXXXXXXX
(Bachelor of Education: Senior and Further Education and Training
Phase)
A RESEARCH PROJECT SUBMITTED in PART FOR THE
FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE
BACHELOR OF EDUCATION HONOURS
IN CURRICULUM STUDIES
in the School of Education
Sol Plaatje University, Kimberley
Supervisor: Dr E.P. Barnett
Co-Supervisor: Dr M. Mapuya
Submission Date: January 2022
i
, DECLARATION
I hereby declare that this research project represents my own work which has been
done after registration for the degree of Bachelor of Education Honours in Curriculum
Studies at Sol Plaatje University, and has not been previously included in a thesis or
dissertation submitted to this or any other institution for a degree, diploma or other
qualification.
I have read the University’s current research ethics guidelines, and accept
responsibility for the conduct for the procedures in accordance with the Senate
Research Ethics Committee (SREC). I have attempted to identify all the risks related
to this research that may arise in conducting this research, obtained the relevant
ethical and/or safety approval (where applicable), and acknowledged my obligations
and the rights of the participants.
__________________________
XXXXXXXX
10April 2022
ii
, ACKNOWLEDGEMENTS
I wish to acknowledge and show my deepest appreciation to the following people
who have all played a role in the completion of this study.
To our Almighty God who has blessed me beyond my wildest expectations and
given me the ability to persevere.
To my supervisor, Dr Emma Barnett, who has motivated and encouraged me
throughout this study.
To the participants as well as the selected schools, my warmest gratitude for their
cooperation in ensuring that this study becomes a success.
I would like to take this opportunity express my gratitude to my family, siblings,
closest friends, and most importantly my dearest parents who encouraged and
supported me to pursue my studies this far me and if possible, beyond.
iii
, ABSTRACT
Geographic Information Systems (GIS) is a subsection of the Grade 10-12 Geography
curriculum offered in the South African schools. Geography comprise of the study of
human activities on both a local and global scale and their interrelationships and
interactions with environments. In this study the perceptions of Geography teachers in
the teaching of Grade 10 Geographic Information Systems in selected schools in the
Frances Baard District were explored. A Geographic Information System (GIS) is a
computer system that captures, stores, analyzes, manages, and displays data and
related qualities that are spatially referenced to the earth. Geographic Information
Systems education in Geography is helpful for exposing teachers to being able to
enhance learners’ cartographic, decision-making and problem-solving skills. There is
however a low level of performance in Geography in schools and in particular the
Geographic Information Systems section. Various studies suggest a number of
possible factors that might be responsible for low results, such as school environment
and resources. Furthermore, there are teaching and learning challenges amongst
teachers such as lack of training, insufficient knowledge and support in terms of GIS
Geographic Information Systems. The objective of this study was explored through a
qualitative research methodology. Data was collected through semi-structured
interviews. Three participants participated in this study at their own free will through
ethical considerations and clearance. Based on findings teachers perceive
Geographic Information Systems as a fundamental part of Geography Curriculum.
However, there is lack of training and support from the Department of Basic Education
as well as inadequate infrastructure to support the implementation of Geographic
Information Systems in schools. The recommendation is to provide regular training
and support with regard to the teaching and learning of Geographic Information
Systems as a fundamental part of Geography Curriculum. The Department of Basic
Education should also provide the funding for geographical resources and proper
infrastructure to promote the Geographic Information Systems in schools.
Keywords: Geography, Geographic Information Systems, Teachers’ perceptions,
Grade 10
iv
, LIST OF TABLES
Table 1: Steps in identifying themes
v
, ACRONYMS AND ABBREVIATIONS
CAPS Document Curriculum Assessment and Policy Statement
CC Cognitive constructivism
COVID-19 Coronavirus disease of 2019
DBE Department of Basic Education
DoE Department of Education
ESRI Environmental Systems Research Institute
FET Further Education and Training Phase
GIS Geographic information system
MoE Ministry of Education
NCDoE Northern Cape Department of Education
vi
, TABLE OF CONTENTS
DECLARATION ii
ACKNOWLEDGEMENTS iii
ABSTRACT iv
LIST OF TABLES vi
LIST OF ACRONYMS AND ABBREVIATIONS vii
CHAPTER 1: INTRODUCTION AND BACKGROUND 1
1.1 INTRODUCTION 1
1.2 STATEMENT OF RESEARCH PROBLEM 3
1.3 RESEARCH QUESTION 4
1.4 RESEARCH AIM 4
1.5 RESEARCH OBJECTIVES 4
1.6 LITERATURE REVIEW 4
1.6.1 The importance of funding to teach Geographic Information Systems 5
1.6.2 Support for teaching Geographic Information Systems in schools 5
1.6.3 Complexity of language in Geographic Information Systems 6
1.7 THEORETICAL FRAMEWORK: COGNITIVE CONSTRUCTIVISM 7
1.8 RESEARCH METHODOLOGY 7
1.9 RESEARCH DESIGN 8
1.10 SAMPLING 8
1.11 DATA COLLECTION 9
1.12 DATA ANALYSIS 10
1.13 ETHICAL CONSIDERATIONS 10
1.13.1 Autonomy 10
1.13.2 Non-maleficence 10
1.13.3 Trustworthiness 12
1.14 POSITIONALITY OF THE STUDY 12
1.15 DEMARCATION OF THE STUDY 13
1.16 SUMMARY 13
CHAPTER 2: LITERATURE REVIEW 14
2.1 INTRODUCTION 14
2.2 GEOGRAPHY AS A SUBJECT IN SCHOOLS 14
2.3 THE TEACHING OF GEOGRAPHIC INFORMATION SYSTEM AS A 16
COMPONENT OF GEOGRAPHY
vii
, 2.4 TEACHERS EXPERIENCE IN TEACHING GEOGRAPHIC 18
INFORMATION SYSTEM
2.4.1 International teachers’ perspective of teaching Geographic Information 18
Systems
2.4.2 South African teachers’ perspective of teaching Geographic Information 19
Systems
2.5 SUMMARY 19
CHAPTER 3: RESEARCH METHODOLOGY 21
3.1 INTRODUCTION 21
3.2 RESEARCH METHODOLOGY 21
3.2.1 Research design 21
3.2.2 Sampling 22
3.2.3 Data collection 22
3.2.4 Data analysis 23
3.3 ETHICAL CONSIDERATIONS 24
3.4 SUMMARY 25
CHAPTER 4: FINDINGS AND INTERPRETATIONS 26
4.1 INTRODUCTION 26
4.2 THEME 1: SIGNIFICANCE OF TEACHING GEOGRAPHIC 26
INFORMATION SYSTEMS
4.3 THEME 2: PERCEPTIONS OF TEACHING GEOGRAPHIC 29
INFORMATION SYSTEMS
4.4 SUMMARY 32
CHAPTER 5: SUMMARY, RECCOMENDATIONS AND 34
CONCLUSIONS
5.1 INTRODUCTION 34
5.2 SUMMMARY OF STUDY 34
5.3 AIM AND OBJECTIVES OF THE STUDY 35
5.3.1 Objective one 36
5.3.2 Objective two 36
5.4 RECOMMENDATIONS 37
5.4.1 Resources 37
5.4.2 Support and monitoring 37
5.5 LIMITATIONS OF THE STUDY 37
5.6 RECOMMENDATIONS FOR FUTURE RESEARCH 38
5.7 CONCLUSION 38
REFERENCES 40
APPENDIXES 47
viii
