ENHANCING MAP READING AND INTERPRETATION SKILLS IN GEOGRAPHY EDUCATION THROUGH DIGITAL TECHNOLOGIES: A CASE OF KISARAWE DISTRICT IN TANZANIA SECONDARY SCHOOLS

Abstract

Background. The integration of digital technologies into education has significantly transformed learning worldwide, including the teaching and learning of geography. Traditional methods of map reading and interpretation have evolved with advancements in digital maps and geospatial tools, enabling interactive spatial analyses and enhancing spatial thinking and geographic literacy. The study asses the role of digital technologies on improving map reading skills among Form Three students in Kisarawe District, Tanzania.

 Method. A quasi-experimental design was used, comparing digital and traditional teaching methods. The experimental group utilized Google Maps and Google Earth, while the control group relied on printed maps and textbooks. Data collection involved pre-test and post-test scores, observations, and questionnaires over six (month), with 147 students selected through stratified sampling.

Results. Findings revealed low pre-test performance, with a high failure rate among male and female students. However, self-made achievement test results showed significant improvement after digital interventions, with failure rates dropping sharply and more students scoring A, B, or C. These findings confirm the effectiveness of digital tools in enhancing geography learning.

Conclusion. The study concludes that digital technologies enhance students' map reading skills and recommends integrating them into the curriculum, aligning with SDG 4 to improve geography education, especially in resource-limited settings.