A STUDY OF PROBLEMS ENCOUNTERED IN THE TEACHING AND LEARNING OF MAP READING IN SECONDARY SCHOOL

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A STUDY OF PROBLEMS ENCOUNTERED IN THE TEACHING AND LEARNING OF MAP READING IN SECONDARY SCHOOL

CHAPTER ONE

INTRODUCTION

Background of the study

The ability to “read” a map, even a very simple one, is a skill that must be learned and can require considerable time and effort.

For example, one of the findings was that students in grades 2 through 4 are able to make the transition from map symbols that are iconic or representative of objects in the world to abstract symbols. However, research also cautioned that students in this age range are still likely to make errors in interpretation and are likely to need explicit guidance about the meaning of symbols. For that reason, the instructional guidance cautions that students should be provided with maps that display a limited amount of information to help them focus on the information that is provided.

The fundamental lesson of this research is consistent with research on skill acquisition across the curriculum: students should be presented with challenging tasks that demand that they learn new skills but do not overwhelm them with challenges that are too numerous or complex. They should also be provided with enough assistance to identify and correct errors and given enough opportunities to practice skills across a range of challenges sufficient for them to achieve full mastery.

This specific research helps teachers understand in advance what their students will find challenging, select appropriate tasks, and guide students to overcome specific difficulties or misconceptions. Essentially, this research helps teachers understand what most of us have so much trouble understanding—what looking at a map is like for someone who has not yet mastered one or more aspects of map reading. Research on teaching across many subjects has shown that teachers are much more effective when they have this information.

Imagine a second grader who is struggling to master the difficult task of determining relative direction on a map. For most of us, it is hard to imagine confusing something being on the left side of a map with something being on the left side of a location in the world. The Alliance Network materials being developed can help the teacher anticipate this confusion and diagnose the reason that our second grader is consistently making mistakes when giving directions based on a map. The teacher would also know what kinds of explanations, examples, and additional tasks to provide to help a student overcome this common misconception.

While these materials and resources could make a big difference in educational outcomes for students, the Network of Alliances for Geographic Education and their partners at the National Council for Geographic Education, the American Geographical Society, and the Association of American Geographers face an enormous challenge in getting them to teachers.

Training teachers could also improve geographic education. We see great potential in Esri’s GeoMentor program to teach map reading skills. We encourage GIS professionals to spend some time reviewing the opportunities to get involved in with local schools on the Esri GeoMentor program website, the materials for teaching basic map skills on the National Geographic Education website, and then reach out to educators in their communities.

Statement of the problem

There may have been previous researches in this subject. This work gives further explanations and analysis in a study of problems encountered in the teaching and learning of map reading in secondary school.

Objectives of the study
To understand the impact of teaching and learning facilities and teachers’ technical competence in the teaching and learning of map reading in Nigeria.
To understand the relationship between teaching and learning facilities and teachers’ technical competence and the teaching and learning of map reading in Nigeria.

Research questions
What is the impact of teaching and learning facilities and teachers’ technical competence in the teaching and learning of map reading in Nigeria.
What is the relationship between teaching and learning facilities and teachers’ technical competence and the teaching and learning of map reading in Nigeria.

1.5 The Purpose

To develop a more student-centred approach in GIS will help determine not only teachers’ or trainers’ but also students’ attitudes to it, and make GIS applications more student-centred. Passing quickly through the stages of teaching teacher-centered GIS, which is used more nowadays (especially in Turkey), and teaching with GIS and using stages of learning with GIS (which is student-centred) and research with GIS are all very important. For this reason, the purpose of this study is to answer the question “how are secondary school students’ attitudes related to geographic information systems?”

1.6 Sub-Problems

• Generally, at what level are secondary school students’ attitudes related to geographic information systems?

• Do the students’ attitudes relating to geographic information systems differ according to gender?

• Are there significant relationships between students’ attitudes to geographic information systems and class level, or the level of computer use and frequency of use of GIS in geography lessons?

Research hypothesis

H0: There is no relationship between teaching and learning facilities and teachers’ technical competence and the teaching and learning of map reading in Nigeria.

H1: there is a relationship between students’ orientation levels and their choice of profession in business education

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