Abstract:
Effective teaching and learning experiences are significant in geography education. When
teachers create a supportive and engaging learning environment, learners enjoy and master the
subject content. Unfortunately, geography is considered a challenging subject in various parts of
the world. In Malawi, anecdotal evidence suggests that MSCE students perform poorly in
geography. Therefore, this study aimed to examine the experiences of teaching and learning
selected geography topics in terms of ease and difficulty in secondary schools in Mzuzu city. The
study achieved this by analysing the experiences of teachers in teaching selected geography
topics, examining the experiences of learners in learning selected topics, and evaluating the
challenges teachers and learners face in teaching and learning of selected topics. The study was
guided by the Theory of Experience derived from the Experiential Learning Theories of John
Dewey. The topics covered in the study encompassed map reading, statistical methods in
geography, Plate Tectonics and Continental Drift Theory, riverine and coastline features, and
Geographic Information Systems (GIS). The study used a mixed-method approach, gathering
quantitative and qualitative data from seven purposively chosen community secondary schools in
Mzuzu City in the Northern Education Division (NED). The sample consisted of 23 geography
teachers and 198 geography learners. Quantitative data was obtained through a questionnaire and
analysed using descriptive statistics, specifically frequencies and percentages. Qualitative data
was acquired through interviews and analysed using content analysis. The research findings
indicate that a majority of teachers find teaching the selected topics straightforward. In contrast,
other teachers face challenges with specific components within the topics, for example,
components with mathematical calculations like gradients in map reading, and calculations in
statistical methods in geography. The topic of GIS is found to be technology-demanding and
lacks resources for teaching. On the other hand, learners find it challenging to gain concepts
from the selected topics. The study recommends that the government, policymakers and
educators should invest in up-to-date and diverse teaching and learning materials and that
schools ought to prioritise practical sessions.
