EXPLORING GEOGRAPHY EDUCATION LEARNERS` MISCONCEPTIONS IN THE THEORETICAL INTERPRETATION OF MAP WORK IN MOPANI DISTRICT, RAKWADU CIRCUIT, LIMPOPO PROVINCE, SOUTH AFRICA

Abstract

This study explores the misconceptions held by Grade 11 learners regarding map work in the Rakwadu Circuit of Mopani District, Limpopo Province, South Africa. Many learners struggle to interpret geographical maps, which negatively impacts their performance in Geography and overall academic achievement. The study employed a mixed methods approach to understand the nature and causes of these misconceptions. A total of 200 learners participated in the quantitative phase, while 20 learners and 10 teachers were involved in qualitative interviews. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data from semi-structured interviews were analyzed thematically. Findings revealed significant misconceptions in key areas such as scale, contour lines, and map symbols. These challenges were linked to factors including language barriers, inadequate learning resources, and insufficient teacher training. Learners often struggled to grasp geographic concepts due to poor instructional support and limited exposure to practical map-work activities. The study recommends targeted interventions to address these challenges. These include hands-on learning experiences, improved teacher training focused on map skills, and bilingual teaching strategies to overcome language-related difficulties. Strengthening these areas is essential for developing geographic literacy and spatial reasoning among learners. The research highlights the importance of enhanced teaching strategies and better resource allocation in improving learners’ understanding of map work. Curriculum planners, educators, and policymakers must collaborate to create supportive learning environments that foster deeper engagement with geographic content.