Greener Journal of Educational Research

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Mhishi et al

Greener Journal of  Educational Research Vol. 3 (7), pp. 301-309, September 2013

 ISSN: 2276-7789 

Research Paper

Manuscript Number: 051413612


Geographic Literacy and World Knowledge amongst Open Distance Learning Students in Zimbabwe


*1Mhishi Misheck, 2Pedzisai Ezra, 3Edward Mandoga


1Department of Science Education, Bindura University of Science Education, Zimbabwe.

2Department of Geography, Bindura University of Science Education, Zimbabwe.

3Department of Science Education, Bindura University of Science Education, Zimbabwe.


*Corresponding Author’s Email: mhishimisheck @, mhisheck @


In order to succeed in a globally competitive world, it is imperative to acquire knowledge and an understanding of the places and cultures outside the boarders of one’s country. Zimbabwe has one of the highest literacy rates in Sub-Saharan Africa but despite this, large gaps exist in the knowledge about the levels of geographic literacy among Zimbabwean students. A survey, adapted from the National Geographic –Roper Global Geographic Literacy Survey, was administered to 103 students (11%) in the Diploma in Science Education programme at Bindura University of Science Education (BUSE). The survey assessed knowledge of geography and world events as well as information about various factors that may influence the participants’ geographic literacy. The data were statistically analyzed using Microsoft Excel and SPSS 17.0. Research findings revealed that the participants had high levels of geographic literacy with a mean score of 82 percent. Some of the factors found to influence the scores were sex, frequency of news media access and type of news accessed. While students majoring in the Agriculture, Biology and Geography Option had higher mean scores than other students, having passed Geography at O' Level and age has insignificant influence on the mean score.
Keywords: Geographic literacy, geography education, geography knowledge, globalisation.

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