Examining experiences of teaching and learning of selected geography topics in terms of ease or difficulty in Mzuzu City secondary schools

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.