Enhancing learners performance in Geographic Information System: a case study of selected schools in Sekhukhune East District

Abstract

The learners’ failure rate in Further Education and Training is attributed to different factors, including but not limited to the introduction of the Geographical Information System, changes in assessment, redeployment of teachers, and insufficient knowledge of the content by teachers. The purpose of the study was to explore the strategies to enhance the learners’ performance in the Geographical Information System in the Further Education and Training Phase in Sekhukhune East District. The study adopted an interpretivist paradigm and a qualitative research design using case studies, and data were collected through observation, interviews, and document analysis. The population of the study included all learners, Geography curriculum advisors, and all teachers of Geography in Sekhukhune East District. A purposive sample, which consisted of 15 respondents, namely, three curriculum advisors, six learners doing Geography and six Geography teachers, was used. The study adopted qualitative research methods and case study research design. The findings indicated how a particular strategy impacts learners’ performance, such as The Dinaledi Project, incubation, twinning of schools, training teachers on using ICT to enhance GIS lessons, and workshops and seminars for Geography subject advisors and teachers on GIS teaching. Based on the study findings, the researcher recommends that the Department of Basic Education and its stakeholders should collaborate with the private sector so that schools can benefit from GIS data and GIS awareness campaigns and access data easily. Schools should also purchase GIS-compliant Learner Teacher Support Materials to provide guidance and explain GIS easily.