ANALYSIS OF OPPORTUNITY-TO-LEARN GEOGRAPHIC INFORMATION SYSTEM FROM TWO GEOGRAPHY TEXTBOOKS IN SOUTH AFRICAN SECONDARY SCHOOLS
Abstract
Although learners were found to be passing geography as a subject, not attempting to
answer Geographic Information System (GIS) questions is a concern. Using the
Opportunity-to-Learn (OTL) framework, this study analyzes the cognitive level of tasks on
GIS presented in two geography textbooks used in South African Secondary schools.
This qualitative research employs analytical content design to analyze data, utilizing
Bloom’s taxonomy. A non-probability sampling technique, convenience sampling, was
used to select two Geography textbooks. One of the findings showed that there are fewer
tasks in both textbooks that address the concept of GIS, and these tasks are mainly of a
Lower cognitive level. The research is useful to the Department of Education in informing
textbook choices and to the subject specialists. It concludes that there is a need for a
more strategic approach in designing and selecting GIS tasks in geography textbooks.
This study recommends that the education system in South Africa should adapt to the
advancements of the Fourth Industrial Revolution, utilizing GIS technology.
Keywords: Bloom’s taxonomy, Geographic Information System (GIS), Opportunity-to-
Learn (OTL), Textbooks
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