Evaluation of the relevance of senior secondary schools geography topics in addressing contemporary societal needs in Kasama district of northern Zambia.
Date
2024
Authors
Langi, Cecilia
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
For any subject to remain relevant in the system, it has to meet the needs of society and as Zambia continues to evolve in the 21st century, it is essential to critically examine the contents of the senior secondary school geography curriculum to assess if it contextually addresses the modern societal needs. Thus, the purpose of the study sought to evaluate the relevance of senior secondary school geography topics in addressing contemporary societal needs in Kasama District, Zambia. The study employed an evaluative case study in a qualitative research design. A homogeneous and expert purposive sampling techniques were utilized in selecting participants and schools were data was collected this was so to ensure representation across various demographic groups and to target individuals with expertise and specialized knowledge in geography education. A cyclic evaluative theoretical model called the Context, input, process and product (CIPP) was employed to evaluate the relevance of geography to societal needs Data were collected through in-depth interviews conducted with ten teachers and three lectures, alongside a focus group discussion comprising ten students taking geography as a course of study. Primary data analysis applied were thematic analysis and document analysis. Inductive thematic analysis was used because it allowed for identification of recurrent patterns and themes within the collected qualitative data providing insights within the perceived relevance of geography topics in addressing societal needs. Furthermore, document analysis involved examining important documents in the curriculum, such as senior secondary school geography syllabus, geography text books and other relevant materials to further contextualize the discoveries and evaluate the alignment between the curriculum and societal needs. The findings of the study clearly suggested that some senior secondary school geography topics were irrelevant to the needs of society. More so, the topics that look at alien
country and physical geography were abstract to their understanding of concepts being taught as well as societal challenges. The findings also shed more light on the effectiveness of geography topics in preparing students meet real world challenges in Kasama district. In assessing the practical application of geography education in addressing societal issues, this study contributes on ongoing efforts to enhance societal impact of geography education. The insights generated in this research can inform curriculum developers to ensure that geography curriculum remain responsive to the changing needs of the needs of society in Kasama district.
Key words: Evaluation, societal needs, relevance, senior secondary geography topics.
Description
Thesis of Master of Education in Geography Education