Fieldwork in geography education: a case study of a private school in Zimbabwe

Author

Musekiwa, Nellia T.

Title

Fieldwork in geography education: a case study of a private school in Zimbabwe

Abstract

The aim of the study was to determine the utilization, challenges and implementation of fieldwork as a pedagogical tool in geography education at a private school in Zimbabwe. The research study followed a qualitative approach and an interpretive qualitative case study research design was employed Thirty questionnaires were administered and interviews were carried out. Geography students and teachers qualified as the study population from which the research sample was drawn. The purposive sampling method was used to select the 4 teachers and purposive systematic sampling for the 30 students who responded to questionnaires and interviews. Data was computed and analyzed using the descriptive method and presented in the form of tables and graphs using Microsoft Excel. Main findings on the study indicated that private schools utilize fieldwork as a tool to in teaching
geography though its implementation rate is limited due to lack of school authorities support, time constraints, financial resources and lack of teamwork among teachers. In addition, the research discovered that the school does involve parents when organizing fieldwork and the school authorities do not frequently visit the Cambridge Hub for updates on certain issues to do with fieldwork in Geography education. Further, the Cambridge geography syllabus has a lot of content to cover with a specified period of time and this has proven to be little to incorporate fieldwork more often. The study also reviewed that geography fieldwork has contributed the development of skills, knowledge and values in learners. The study also yielded that learners have interest and are eager embarking on geography fieldwork activities but lack of financial resources has made it difficult. The research recommends education and awareness and unity among all stakeholders to ensure the successful implementation and utilization of geography fieldwork. In addition, non- availability of funds from the school authorities should not be taken as an excuse by the WIS teachers for not organising fieldwork in Geography. Further the school should involve parents so that they contribute financially and the school will be able to provide the needed resources to facilitate effective organisation of fieldwork. The school management should organize for Cambridge on-line workshops so that they learn more about geography fieldwork.

Date

January 2024

Publisher

BUSE

Keywords

Pedagogical tool,

Teaching,

Geography education,

Supervisor

Dr. Dziva,