Journal of Education and Learning Technology (JELT) - ISSN 2720-7730

Ahiaku, Philip K.A., and Dumsani W. Mncube. “Geography Educators’ Perceptions of Learner Performance in Grade 12 Geography in Public Schools.” Alternation: Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa SP, no. 21 (December 1, 2018): 68–90. https://doi.org/10.29086/2519-5476/2018/sp21a4.

Ahiaku, Philip Kwashi Atiso, Dumisani W Mncube, and Sunday O Olaniran. “Teaching Mapwork in South African Schools: Reflections from Educators’ Experiences, Concerns and Challenges.” African Journal of Gender, Society & Development 8, no. 2 (2019): 19.

Amosun, Peter A. “Group Learning, Gender, Mathematical Ability and Students’ Mapwork Skills.” IFE PsychologIA: An International Journal 24, no. 1 (2016): 12–21.

Anthamatten, Peter, Lara M. P. Bryant, Beverly J. Ferrucci, Steve Jennings, and Rebecca Theobald. “Giant Maps as Pedagogical Tools for Teaching Geography and Mathematics.” Journal of Geography 117, no. 5 (September 3, 2018): 183–92. https://doi.org/10.1080/00221341.2017.1413413.

Australian Curriculum, Assessment & Reporting Authority (ACARA).  General Capabilities in the Australian Curriculum. Canberra: Australian Curriculum, Assessment & Reporting Authority, 2013.

Balakrishna, Sundar. “Whither Haversine, and Whither Orthodromic? Inclusivity in Geographical Information Systems Education: Lessons from India.” In Proceedings of the 16th International Conference on Theory and Practice of Electronic Governance, 291–99. New York, NY, USA: ACM, 2023. https://doi.org/10.1145/3614321.3614361.

Balboni, B S. “Making Maps and Atlases an Everyday Tool in School: A Guide to Using My First Atlas of Belize, Atlas of Belize, and Atlas of Belize and the World.” Retrieved February 27 (2013): 2017.

Bednarz, Sarah Witham, Gillian Acheson, and Robert S Bednarz. “Maps and Map Learning in Social Studies.” Social Education 70, no. 7 (2006): 398.

Bell, Dawne. “The Reality of STEM Education, Design and Technology Teachers’ Perceptions: A Phenomenographic Study.” International Journal of Technology and Design Education 26, no. 1 (February 8, 2016): 61–79. https://doi.org/10.1007/s10798-015-9300-9.

Besele, Mphekeleli Johannes. “Assessment of Geography Students’ Map Reading and Interpretation Skills, and the Contributing Factors.” National University of Lesotho, 2023.

Blatt, Erica. “Local Tree Mapping: A Collaborative, Place-Based Activity Integrating Science, Technology, Math, and Geography.” Science Activities: Classroom Projects and Curriculum Ideas 50, no. 3 (July 3, 2013): 99–109. https://doi.org/10.1080/00368121.2013.808165.

Braun, Virginia, and Victoria Clarke. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3, no. 2 (2006): 77–101.

Darling-Hammond, Linda. “Constructing 21st-Century Teacher Education.” Journal of Teacher Education 57, no. 3 (May 1, 2006): 300–314. https://doi.org/10.1177/0022487105285962.

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Donnelly, Debra, and Margaret Martin. “Geography and Numeracy.” In Numeracy in Authentic Contexts, 197–223. Singapore: Springer Singapore, 2018. https://doi.org/10.1007/978-981-10-5736-6_10.

Dorn, Ronald I., John Douglass, Gale Olp Ekiss, Barbara Trapido-lurie, Malcolm Comeaux, Robert Mings, Rebecca Eden, Cathy Davis, Elizabeth Hinde, and B. Ramakrishna. “Learning Geography Promotes Learning Math: Results and Implications of Arizona’s GeoMath Grade K-8 Program.” Journal of Geography 104, no. 4 (July 2005): 151–59. https://doi.org/10.1080/00221340508978631.

Elbaz, Freema. Teacher Thinking: A Study of Practical Knowledge. Routledge, 2018.

Ezeudu, Samuel Agozie, and Linus Utazi Ojih. “Competence Gaps among Geography Teachers in the Teaching of Geography Map Work in Secondary Schools in Kogi State.” Journal of Education and Practice 5 (2014).

Golightly, Aubrey. “South African Geography Teachers’ Involvement in Self-Directed Professional Development Activities in Geography Education.” In Geography Teacher Education and Professionalization, 305–22. Springer, 2022.

Hanus, Martin, and Lenka Havelková. “Teachers’ Concepts of Map-Skill Development.” Journal of Geography 118, no. 3 (May 4, 2019): 101–16. https://doi.org/10.1080/00221341.2018.1528294.

Hatch, J Amos. “Doing Qualitative Research in Education Settings,” 2023.

Hrynevych, L M, L L Khoruzha, N M Rudenko, and V V Proshkin. “STEM Education in the Context of Improving the Science and Mathematics Literacy of Pupils.” Journal of Physics: Conference Series 2288, no. 1 (June 1, 2022): 012031. https://doi.org/10.1088/1742-6596/2288/1/012031.

Iwah, Vincent Yohanna. “Effects of Scale Models on Mapwork Achievement in Lafia, Nasarawa State.” Kashere Journal of Education 5, no. 1 (2023): 260–75.

Kellinghusen, Anna, Anna Orschulik, Katrin Vorhölter, and Sandra Sprenger. “Integrated Teaching in Geography and Mathematics Education: A Systematic Review.” Sustainability 17, no. 16 (August 12, 2025): 7276. https://doi.org/10.3390/su17167276.

Knecht, Petr, and Michaela Spurná. “Does Specialization in Geography Teaching Determine Teachers’ Conceptions of Geography Teaching?” International Research in Geographical and Environmental Education 31, no. 3 (July 3, 2022): 242–60. https://doi.org/10.1080/10382046.2021.1970967.

Lang’at, Charles. “Utilization of Instructional Resources in Teaching Practical Geography in Secondary Schools in Kipkelion Sub-County, Kericho County-Kenya.” Kenyatta University, 2016.

Larangeira, Rhoda, and Clinton David Van der Merwe. “Map Literacy and Spatial Cognition Challenges for Student Geography Teachers in South Africa,” 2016.

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Madiwalar, Siddu S. “Factors Affecting Students’ Performance and Practice on Map Reading Skills: A Case Study of Selected Secondary Schools in Asela Town, Ethiopia.” Science, Technology and Arts Research Journal 1, no. 3 (2012): 97–105.

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Molapo, Karabo. “Implications of Teacher Articulation Gap on the Interpretation of Geomorphological Maps in Secondary School Geography Teaching in Moletlane Circuit, Limpopo Province.” Tshwane University of Technology, 2023.

Mzinga, Waziri, and Daniel Oduor Onyango. “The Role of Instructional Materials in Learning Geography among Secondary Schools in Busega District, Tanzania.” East African Journal of Education and Social Sciences 2, no. 3 (2021): 29–36.

Naxweka, Johanna, and Di Wilmot. “Namibian Teachers’ Perceptions and Practices of Teaching Mapwork.” The Journal of Geography Education in Africa 2, no. 1 (October 30, 2019): 1–14. https://doi.org/10.46622/jogea.v2i1.2479.

Nurhikmayati, Iik, Nanang Priatna, Jarnawi Afgani Dahlan, and Sona Minasyan. “An Ex Post Facto Study of Critical Thinking Skills in Mathematics Learning Based on School Geography.” Al-Jabar : Jurnal Pendidikan Matematika 15, no. 1 (June 6, 2024): 15–31. https://doi.org/10.24042/ajpm.v15i1.19330.

Ockhuizen, John Abraham. “Learner-Centred Teaching and Learning Practices in Geography Teaching in Namibian Secondary Schools.” University of the Free State, 2018.

Okobia, E.O. “Availability and Teachers’ Use of Instructional Materials and Resources in the Implementation of Social Studies in Junior Secondary Schools in Edo State, Nigeria.” Review of European Studies 3, no. 2 (November 30, 2011). https://doi.org/10.5539/res.v3n2p90.

Okwilagwe, Eugenia A. “Influence of Teacher Factors on Attitudes of Geography Teachers to Map Work in Nigerian Secondary Schools.” IFE PsychologIA: An International Journal 20, no. 2 (2012): 67–72.

Oldakowski, Ray, and Ashley Johnson. “Combining Geography, Math, and Science to Teach Climate Change and Sea Level Rise.” Journal of Geography 117, no. 1 (January 2, 2018): 17–28. https://doi.org/10.1080/00221341.2017.1336249.

103. Malahay, Roger. “Area of Specialization and Teaching Performance of the Secondary Science Teachers in Negros Oriental, Philippines.” Journal of Scientific Research and Reports, December 1, 2021, 97–103. https://doi.org/10.9734/jsrr/2021/v27i1130461.

Schoeman, T, and T Chidzungu. “Can the Map Work Content Knowledge (CK) Competence Be Improved among Geography Teachers? Empirical Evidence from the University of Johannesburg in-Service Teacher Training in Gauteng, South Africa.” South African Geographical Journal 107, no. 4 (October 2, 2025): 565–85. https://doi.org/10.1080/03736245.2025.2472680.

Shamle, H, U A Henry, D I Bulus, and J S Tsebe. “Solutions to Challenges Confronting Geography Teachers’ Effectiveness in Secondary Schools Situated in Akwanga Local Government Area of Nasarawa State, Nigeria.” International Journal of Advanced Academic Research 8, no. 4 (2022).

Shen, Ji, Ou Lydia Liu, and Shannon Sung. “Designing Interdisciplinary Assessments in Sciences for College Students: An Example on Osmosis.” International Journal of Science Education 36, no. 11 (July 24, 2014): 1773–93. https://doi.org/10.1080/09500693.2013.879224.

Tomlinson, Brett. “Integrating Mathematics and Geography into Intermediate Classroom Instruction.” Gazette-Ontario Association for Mathematics 61, no. 4 (2023): 40–43.

Tshibalo, A E. “Cooperative Learning as a Strategy to Improve the Teaching of Mapwork to Grade 11 and 12 Geography Learners in Region 3 (Limpopo Province): A Case Study Conducted at Ramaano Mbulaheni Inservice Training Centre.” In Poster Presented at 21st International Cartographic Conference, Durban, South Africa, 2003.

Udochukwu, Okoro, Suleiman H Aisha, and Ajooku A Asipita. “Jigsaw Learning Model as Determinant of Academic Performance between Public and Private Schools Geography Students in Map Work In Wamakko, Sokoto State.” EDUCATION IN AFRICA, 2024, 185.

Uyar, Şeyma, Onur Yayla, and Hidayet Zünber. “Examination of Map Reading Skills with Orienteering Activity: An Example of Many Facet Rasch Model.” International Journal of Assessment Tools in Education 9, no. Special Issue (November 29, 2022): 258–82. https://doi.org/10.21449/ijate.1116273.

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Dr Karabo Molapo is a researcher and Lecturer in the Department of Social Science and Commerce Education at the University of the Free State. She holds a PhD in Curriculum and Instructional Studies from Tshwane University of Technology, South Africa. Her research interests cover Curriculum-instructional studies, geography Curriculum, Educational Policy and Social sciences Education. Her proven track record of supervision covers three (3) honours and one(1) master’s dissertation research project to completion in a year employed in academic space. The publication status includes ten (10) written articles from national to international accredited DHET Journals. Her research contributions focus on geography teaching and learning, curriculum policy and teacher training, with proven national and international conferences held in Japan (2024)and France(2025).

Siphiwe Sihlangu is a Lecturer in Mathematics Education and a PhD candidate at the University of Limpopo. His academic career began as a Mathematics and Physical Sciences educator, later serving as Departmental Head of Sciences. He currently supervises honours and master’s students, with research interests in mathematics discourse and social justice pedagogy, particularly through commognition theory and queer theory, respectively. His scholarly contributions include journal publications and international conference presentations, notably at the Gender and Sexuality International Conference in Thailand (2023). He has also contributed to academic community leadership as a member of the Local Organising Committee for the AMESA Limpopo 2025 Congress and the HELTASA 2024 unConferencing.

Molapo, Karabo, and Siphiwe Sihlangu. “Geography Teachers’ integration of Mathematical Concepts in the Teaching of Mapwork skills and calculations.” Journal of Education and Learning Technology 7, no.2 (2026): 362 – 379. https://doi.org/10.38159/jelt.20267224