CUASES OF POOR MAP READING SKILLS IN SOCIAL STUDIES GRADE 6 AT A

SELECTED SCHOOL IN OMUSTAI REGION

A RESEARCH PROPOSAL SUBMITTED TO THE INTERNATIONAL

UNIVERSITY OF MANAGEMENT IN PARTIAL FULFILMENT OF THE
REQUIREMENTS FOR THE BACHELOR OF EDUCATION HONORS DEGREE –
SENIOR PRIMARY.

BY:

NAME OF THE STUDENT: ANGALA OSCAR SHANGHETA

STUDENT NUMBER: 202061930

SUPERVISOR: MR MODESTUS

MAY 2023

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CHAPTER ONE: INTRODUCTION

1.1. Introduction:  The proposed study will explore on the causes of poor
performance in map reading skills at a selected school curricula and their effects
on student academic performance. The study aims to contribute to the current
literature on poor performance in map reading skills by examining the cause of
poor map reading skills in Social studies. Map reading skills has been ignored for
so long in Social studies education for fears that it may distract students or lower
the academic integrity of the classrooms. However, there is emerging evidence
that map reading skills have emerging benefits for academic skill development.
Contributing to this discourse, this study seeks to explore the potential benefits of
map reading skills by examining its impact on student’s academic performance in
Social studies classroom. It gives the statement of the problem, the aims,
objectives and assumption of the study as well as the importance of the study. In
addition to that, the chapter call attention to the limitations of the study and how
such burdens were diminished.
1.2. Background of the study
Map reading skills are one of the main socio-geography skills that learners are
required to use when solving different problems in their everyday lives. Parker,
(2016) accentuate that map reading skills should be used upon learners in Social
studies, because it helps learners develop spatial skills. Spatial thinking and
spatial awareness are some of the most important skills that learners develop as
they learn how to read a map about geography. Development of the
aforementioned skills make it an advantage in our increasing global and
technological society. Amirali & Halai (2016), added that poor map reading skills
is mostly caused by certain factors and some of the learners are experiencing
difficulties with difficulties such as locating different places on a map using grid
references and extracting and analyzing information from different maps.
Social studies Syllabus grade 4-7 (2016) requires pupils to master basic
geography skills such calculating distance on straight and uncomplicated curved
lines or shapes on maps with different scales, whereas in grade 6 learners are
only expected the characteristics of contour lines.

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 According to Amirali and Halai (2018) there is a huge range of factors
responsible for the learner’s poor performance in tools of map work in Social
studies. They further added that some learners experience difficulties with
competencies such as converting different scales, identifying height on a map
using contour lines.
This was also encountered by some grade 6 pupils whereby they experienced
difficulties in identifying height on a map using different height representations
such as spot height and trigonometrical beacon. Spatial thinking is also one of
the most essential skills that pupils can acquire as they learn about geography
National Geography, (2019).
Bednarz (2011) emphasized that one cannot be a geographer unless he/she
think can think spatially.
The NIED examination report of 2015 discovered that the poor performance of
learners in map work is due to challenges that learners and teachers encounter
within teaching and learning of tools in map work in Geography as a subject as
subject. It is also believed that learners are experiencing this challenges due to
unsatisfactory teaching and lack of experienced teachers in schools, Mundia
(2015). The significance of and its ability in integrating other old and modern
science is well shown in the evolution of geographical thought, where it was only
a description phenomenon until recently when a spatial understanding of the
physical science was well captured in cartography(Department of Basic
Education, 2015; Reinfried & Hertig, 2014). Besides that, the way map reading
skills are developed is an important aspect of learning map reading skills.
Unsatisfactory teaching and lack of experienced teachers is believed to be the
causes of difficulty in map reading skills, therefore this study will explore the
causes of poor performance in map reading skills learners are facing when
teachers are teaching map work during Social studies lessons.
1.3. Statement of the problem
Previous research studies showed that a huge number of learners experience
problems in three parts, mainly the represtational, correspondence and
directional correspondence which are the main entrance to understanding map

3
 reading skills (George, Alex & Amon (2016); Sonnez & Akson (2017); Bahar
2015).. Researchers believed that, to enhance teaching and learning of map
reading skills, learners need to understand the experiences of the teachers when
teaching tools of map work.
Hence this study will therefore explore the causes of poor performance in map
reading skills and possible solutions to those causes.
1.4. Objectives of the study
The research objectives below were formulated to help the researcher find
answers on the study of causes of poor performance in map reading skills in
Social studies grade 6 at a selected school.

 To examine the main causes of poor performance in map reading skill

Social studies.
 To determine the causes of poor performance in map reading skills in
social studies.
 To find out possible solutions to poor performance in map reading skills in
social studies.
1.5. Research questions
The research questions below were formulated to help the researcher find
answers on the study of causes of poor performance in map reading skills in
Social studies grade 6 at a selected school.

 What are the causes of poor performance in map reading skills in Social
studies?
 How is poor performance in map reading skills in Social studies impacting
learners?
 What are the possible solutions to poor performance in map reading skills
in Social studies?
1.6. Significance of the study
This study aims at finding out the causes of poor performance in map reading
skills in Social studies grade 6. The outcomes of the study will be important to

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 different education partners, mainly the advisory services; teachers and learners.
The causes figured out will help the advisory services to develop focused
workshops or in-service training, to train teachers to enhance the causes of poor
performance in map reading skills, in Social studies.
The management of the school is going to benefit from the study because the
outcomes might be used to highlight to the Ministry of Education what is exactly
inhibiting the good performance in map reading skills. Recommendations might
be used in deciding to rectify the situation as well as for making decision on what
support to provide for the school. Apart from that, it will help learners to improve
their learning pedagogy on how to improve and effectively learn map work. In the
end, it will help teachers in improving learner’s critical thinking which is also
essential in problem solving and enhancing their communication skills.
1.7. Delimitations of the study
This study has some limitations; the number of participants is very few since it
only focuses on learners in grade 6 at one school and the outcomes are not
generalized to all schools in the region.
1.8. Definition of terms
Critical thinking: Critical thinking is a kind of thinking in which you question,
analyze, interpret, evaluate and make a judgment about what you read, hear,
say, or write. The term critical comes from the Greek word kritikos meaning “able
to judge or discern”. Good critical thinking is about making reliable judgments
based on reliable information (Peretz C, Korczyn AD, Shatil E, Aharonson V,
Birnboim S, Giladi N - Computer-Based, Personalized Cognitive Training versus
Classical Computer Games: A Randomized Double-Blind Prospective Trial of
Cognitive Stimulation - Neuroepidemiology 2015; 36:91-9).
Spatial thinking: www.singhranendra.com.np defines spatial thinking as a way
of using the features of space, such as shape, size, orientation, location,
direction, or trajectory, to structure problems, find answers, and express
solutions. Spatial thinking involves the use of concepts of space, tools of
representation, and processes of reasoning. Spatial thinking also includes the

5
 ability to visualize, imagine, rotate, transform, and remember spatial relations and
representations.
Map: According to the oxford university press a map is a diagrammatic
representation of an area of land or sea showing physical features, cities, roads,
etc.

1.9. Summary
To conclude, the researcher’s background of the study will provide a general
overview of the causes of poor map reading skills social studies learners faces
when learning map reading skills in grade 6, social studies researched by
different researchers worldwide. The impact these causes have on the academic
performance of learners. The next chapter will give the research review of related
literature, showing gaps in knowledge, which tools to be used and discover
reason as to why literature review should be done.

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CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.1. Introduction

This chapter gives the relevant literature which will highlight on the international and
national factors causing poor performance in map reading skills in Social studies. First it
explain how first it will explain how this factors are affecting learner’s performance in
Social studies grade 6. In the end, it will focus on the possible solutions towards these
causes.

2.2. Causes of poor performance in map reading skills in Social studies grade 6.

2.2.1. Understanding competency gaps among social studies teachers and

learners in teaching and learning map skills (representation of height on a map)

According to Samuel, Ojih & Linus, (2015) poor performance in map reading skills are
mostly caused by teachers of a subject who are unable to demonstrate competencies
while implementing the subject curriculum to an unacceptable level , then the teachers
lacks competence and requires improvement in that regard. A social study teacher who
lack competence in teaching of map skills has a gap that needs to be filled to enable
effective teaching and learning of map work (Olaitan, Asogwa, & Abu (2013). Ezeudu
(2014) stated that this gap is actually the difference between the task the teacher is
expected to perform and the level to which the learners could understand the task being
performed by the teacher in teaching and learning map skills.

2.2.2. Teaching and learning strategies

The quality of the Social Studies teachers and the effectiveness of their instructional
strategies in the classroom are crucial in the effective teaching of map work, Bonnet,
(2015). (Adunola, 2015), discussed that there are several skills needed by Social
studies teachers for effective teaching of map work; and that Social studies teachers
should demonstrate their competencies in knowledge and skills while teaching the
needed map reading skills. Moreover, recent studies have identified several causes of

7
poor map reading skills affecting the effective teaching and learning of map reading
skills in schools (Biddulph, Lambert, and Balderstone, 2015; Carrera, and Asensio,
2017; Crampton, and Krygier, 2018). Some of the major causes identified include
inadequate training of teachers in contents and pedagogical knowledge and availability
of resources especially in obtaining base maps (Asensio, 2017). Teachers’
preparedness is a vital key that determines the success of teaching and learning
(Olaniran, 2017; Mkhasibe, Maphalala, & Nzima, 2018). Also

2.2.3 Teachers’ teaching experiences and mentorship

A study conducted by the Center of Development and Enterprise (CDE) (2014)

identified educators’ experience as a major factor in delivering goals of teaching and
learning in Mathematics and some science subjects in Science. Amosun (2016)
emphasized lectures that educate experience should not be limited to classroom and
subject teaching, but must take part in national marking where ideas are shared by
other examiners on topics shared. Schatz-Oppenheimer (2015) cites four types of
activities that subject mentors should focus on during their mentoring of teachers. These
include learner-centered activities aimed at familiarizing teachers with the thinking and
behavioral patterns of learners and their motives for learning; knowledge-centered
activities which highlight what teachers have to be able to do in terms of planning long-
term learning goals and formulating objectives for each lesson; and class centered
activities which focus on cooperative learning and the creation of a social atmosphere
suitable for all learners. Ali and Khalid (2015) stated that the main functions of subject
advisors are to improve instruction in schools and to guide student teachers in actual
classroom teaching to ensure that learners are equipped with the knowledge required to
enable them to survive in an economically complex society (Department of Basic
Education (DBE), 2011). Similarly, Altan and Saglamel (2015) refer to subject advisors
as the main role players in the development of teaching practices. According to Struyf,
Adriaensens, and Meynen (2011), teaching competencies involve behavior, capability,
and beliefs.

8
2.2.4 Availability of teaching and learning materials.

Availability of resources such as maps and cartographic equipment enable learners to

participate in practical and fieldwork tasks to give them the necessary skills required
(Larangereira, and Van der Merwe, 2015; Wilmot and Irwin, 2016). The unavailability of
resources, such maps, textbook, and computers are some of the matters that were
highlighted by researchers such as Innes (2012), this have an impact on the effective
teaching and learning of map reading skills in schools in South Africa. This researcher
further stated that the lack of resources in schools affects even the few teachers that
have the pedagogical content knowledge to teach geographical content knowledge and
skills. According to Innes, (2012), and Wilmot and Irwin, (2016) it is impossible to teach
map work without a map.

2.3 How these causes affect the teaching and learning of map reading skills

2.3.1 Spatial cognition

According to Hesphanha, Goodchild & Janelle, (2015), many learners struggled with
understanding and interpreting maps, since maps area two-dimensional representation
of reality supporting the findings that some learners are unaware of their own abilities in
this area of map work or of the fact that spatial abilities can be improved through study
and practice. In many cases, learners have never been taught in a manner that
facilitates the comparison of maps and reality using photographs and practical fieldwork
tasks (Ezeudu, 2014). If learning to think geographically means learning to think
spatially as implied by Bednarz (2017) and Burton and Pitt (1993), then it is apparent
that many teachers are not geographical thinkers and the methodologies that teachers
utilize need to be re-thought.

2.4 What are the possible solutions to poor map reading skills?

2.4.1 Improving Learners Map reading skills

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Bahar (2015), indicated that learners' map reading skills can be improved by
using visual materials such as aerial photos. However, Mill, Egitim, and Bakaligi
(2016) highlighted that learners should be taught how to produce sketches, how
to express objects and phenomena with symbols, how to use readymade
sketches, and how to read a globe which is part of spatial perception at an early
grade of 4 and 5 so that learners can develop their thinking skills and enable
them to recognize map types, read and understand information on maps.

According to (Segara, Maryani, Supriatna, & Ruhimat, 2017) in the International

Geography Seminar conference proceedings of 2017 in Indonesia; the Map-
Literacy Learning Model is best at teaching map reading skills and it has four
steps. The first stage is primitive literacy which entails the map literacy learning
model which facilitates students to be able to use maps. At this stage, the basic
knowledge of spatial thinking is built. Teachers should ask their learners to
individually see a map to develop cognitive processes build an experience which
is the prerequisite for the next stage. Learners are focused on answering the
question related to what they see on the map see on the map; like the map title,
the geographic location of the map, and the different landforms that are found on
the map.
The Second Stage is Orientation. Here the learners should be directed to the
purpose of using maps, thus building their reasoning abilities on maps. They can
be asked to explain spatial information existing on maps with the description
symbols contained in the map, such as spots, polygons, lines, and colors.
They also seek to understand the pattern of distribution in the spatial context.
They process the spatial information existing on the map into the other form of
data presentation, such as tables, contours, graphics, or charts. The third stage
is association. Where the ability to evaluate, generalize, and create is fostered.
Learners can be allowed to create something in groups while the teacher
monitors the process. The last stage is Reflection. Here the learners integrate
information from various group presentations to make conclusions. Findings or
products from each group will be given input, criticism, and justification from the

10
class. In this stage, teachers become the facilitators and are to clarify things that
are not appropriate.
The International Geography Seminar of 2017 has listed the advantages of
implementing the map literacy model in the classroom. Segara, Maryani,
Supriatna, & Ruhimat (2017) stated that learners constructively build their
knowledge via social interaction which enhances map literacy skills and
increased spatial thinking skills. In addition, learners have the independence of
learning, can so self-evaluation and it creates scientific interaction in the process
of discussion.
2.4.2 Improve learners and teachers’ attitude towards map work
All over, learners are faced with the causes of poor map reading skills in learning
of tools of map work in Social studies as a subject, these causes are quite many.
MASTEP (2014) states that learner’s perception of learning Map work is
influenced by many factors. Notably, some learners seem to be negatively
influenced by the stereotype belief held by many people that tools of Map work
are difficult, (Heward, 2016). However, Tutus (2015), argues that the outstanding
performance of learners in Social Studies cannot be achieved without both the
teachers and the learner’s positive attitude towards teaching and learning of Map
reading skills. He further, stated that social studies performance improved by
changing the misconception that the subject is difficult, or that it is designed for a
certain group of people based on gender or intelligence. All these lines of
professions demand the good home background, desirable teaching approaches,
and availability of teaching materials and child-centered learning problems. In
translating these skills requirements into the context of the classroom, teachers
of Social studies should demonstrate their competencies in knowledge and skills
while teaching map work (Agozieb & Utazi, 2015).
2.4.3 Build carto-literacy
According to the National Council for the Social Studies (2016) become more
“carto-literate” if given a chance to manipulate data. Carto-literacy means the
science, skill, or work of making maps or the art or technique of making maps or
charts. The first strategy demands that the learners take a problem-solving

11
approach by answering to map phenomenon, by either drawing different
landforms is a particular region using a graph and dots. Then later join the dots
together using lines.
This enables the learner to be able to make out the landform found in a
particular area. Learners should be able to create maps as well as read them.
For example, creating a sketch map to illustrate it information from a text.
An example of this skill would be drawing contour lines of their area to illustrate
the landform of their region. Teachers should strive to use maps produced with
new technologies such as GIS and remote sensing. Google Earth is a great tool
for such.
2.5. Summary
To conclude, the researchers literature review will highlight the causes of poor
map reading skills social studies learners faces when learning map reading skills
in grade 6, social studies researched by different researchers worldwide. The
impact of these challenges have on the academic performance of learners. The
next chapter will give the research paradigm, population of the study, sampling
procedures, data collection tools, credibility and validity as well as ethical
consideration in research.

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CHAPTER THREE: RESEARCH METHODOLOGY

3. 1 INTRODUCTION
This chapter firstly, outline the methods that will be used in this study. Secondly,
it is focusing on the different types of instruments that will be used in this study.
Thirdly, it is describing the research design, the population, the sample size and
sampling procedure, research instruments for data collection, data collection
procedure, and data analysis techniques. Fourthly, it is focusing on the
population as well as the study sample and the criteria that will be used to select
the sample. Lastly, it focuses on the ethical consideration for the validity and
reliability of the study.
3.2 Research design and approach
Research approaches refer to the systematic and structured ways that
researchers use to conduct research, and they differ in terms of their underlying
logic and methods of inquiry
This study adopted a qualitative research approach which will be used to gather
data. An observation will be made to get the inside knowledge and explore the
challenges that the learners are experiencing. In addition, the interview will also
be used to collect qualitative data from the participants. Interviews enabled the
researcher to interview the learners to explore their understanding on the issue
surrounding teaching and learning of map reading skills from their perspectives.
In other words, the interview session enabled the researcher to gather first-hand
information, by so doing, encouraged the participants to speak freely from their
experiences into the teaching and learning of contour lines. The qualitative
approach can allow participants to express their heart felts in their own words
Gay, Mills & Airasian (2012).
3.4. Population

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Population is generally a large collection of individuals or objects that is the main
focus of a scientific query. It is for the benefit of the population that researches
are done.
The population encompassed grade 7 Social studies primary school teachers in
Omusati region. There are only 2 Social Studies classroom at that particular
school and both of the classroom made up the population of this study.
3.5. The sample and Sampling procedures
Sampling is a process in statistical analysis where researchers take a
predetermined number of observations from a larger population. The method of
sampling depends on the type of analysis being performed, but it may include
simple random sampling or systematic sampling.
The research will use a non-probability sampling method, to select the
participants. Gay, Mills & Airasian (2012), defined a non-probability sampling as
a small-scale number of a purposeful chosen candidate that will provide an
insight and understanding of the study. The sampling method that will be chosen
allow the researcher to choose participants purposefully from that rural public
school, concerning the key criterion. The criterion for selection was that the
participants should be grade 6 social studies learners and teachers at a school in
Omusati region. Therefore, the sample of the study comprised of two grade six
classes at the school and a total of two Social studies teachers at the certain
school in Outapi Circuit, Omusati Region.
3.6. Research instruments
Research Instrument is a tool used to collect, measure, and analyze data related
to your research interests. These tools are most commonly used in health
sciences, social sciences, and education to assess patients, clients, students,
teachers, staff, etc. A research instrument can include interviews, tests,
Surveys, or checklists. The researcher made use of the following two research
instrument;
1. Interview
2. Observation

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3.6.1. Interviews
Crossman (2019) defines an interview as a qualitative research method of data
collection, which is driven by open-ended questions that evolve from primary
research questions. It is carried out to obtain an in-depth overview of the
respondents' views regarding the phenomenon under study. Hence, a semi-
structured interview will be used to collect data. The first section of the interview
will collect the unlimited number of answers as suggested by Chatter mill (2018)
that doing so taps into different opinions towards the causes that the participants
face. These included the qualification of the different teachers, age category, and
teaching experiences. Whereas, the second section of the interview will be based
on how these causes impact the learners' map reading skills. The third chapter
focused on how to overcome the causes of poor map reading skills in social
studies. Hence, the researcher make use of this tool, to find an in-depth view of
the respondent’s experiences, their perceptions, and feelings towards the
problem to be investigated.
3.6.2. Observation
The researcher will use non-participant observation, in which he observe the
causes social studies learners and teachers faces when learning and teaching
map work and the different methods they use to overcome these causes (Fry,
Curtis, Considine, & Shaban, 2017).Further with the aid of an observation
checklist the researcher will give comments based on the teaching and learning
activities he has observed against that on the checklist. This will enable the
researcher to get information without participating in the lesson
3.7. Data collection procedure
Observations will be made, observing as the teacher deliver Social Studies
lesson. For the initial interview, the researcher will approach the selected
teachers (participants) with the help of the principal during a scheduled time that
suits the two teachers. To gain access to the school, permission will be offered

15
by the school principal with the help of a letter that will be provided by the
International University Of Management. Further, the researcher will explain the
purpose of the study to the principal and to the participating teachers.
Further, the researcher will inform the participants that the information being
collected will help with the improvement of the working conditions in the teaching
profession, particularly in Social study.
3.8. Data analysis procedures
Data analysis will be qualitative research that can include data analysis which
becomes an ongoing process where data is continuously collected and analyzed
almost simultaneously. However, this data collection will analyze using a
thematic analysis process. Braun, (2016), defined thematic Analysis as a
qualitative analytic method for ‘identifying, analyzing, and reporting patterns
(themes) within data. It minimally organizes and describes your data set in (rich)
detail. However, frequently it goes further than this, and interprets various
aspects of the research topic.’ Data that will be collected from interviews
organized, categorized, and analyzed, and written based on certain themes and
finding meanings. Data will thereafter presented using a qualitative method,
means of presented data such as quotes from learners and teachers’ responses
(Bowen, 2015). These will be studied to create meaning.
3.9. Ethical considerations
The researcher is required to first secure permission from all the stakeholders
involved for him or her to carry out that particular study at a particular site. For
observation of ethics, the researcher will sought the participants’ consent by
issuing them a letter with his expectations. The consent letter will contain
information that explain the purpose of the study, how the participant’s
confidentiality is protected as well as to notify them on how the information will be
used. In addition, the participants will be informed (both orally and written) that
their consent is voluntary and if the questions asked by the researcher will
caused any discomfort, they can withdraw from the process at any time.
Moreover, the researcher ensured that no participant is a force to participate in
this study. Additionally, the researcher will ensure to protect the anonymity of

16
individuals and kept the identity of individual participants confidential. To protect
the identity of participants, participants will be given names of the alphabet letters
teacher A and B. This is the report the letters should correspond with the number
of participants.
Summary
In conclusion, the method of sampling depends on the type of analysis being
performed, but it may include simple random sampling or systematic sampling.
The sampling method that will be chosen allow the researcher to choose
participants purposefully from that rural public school, concerning the key
criterion. Data that will be collected from interviews organized, categorized, and
analyzed, and written based on certain themes and finding meanings.
Additionally, the researcher will ensure to protect the anonymity of individuals
and kept the identity of individual participants confidential.

17
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