Mhishi et al
Greener Journal of Educational Research Vol. 3 (7), pp. 301-309, September 2013
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 @ yahoo.com, mhisheck @ gmail.com
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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