Integration of Contemporary Geographic Issues in Grade 10 Geography Student Textbook
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Abstract
The primary objective of this study was to evaluate the integration of contemporary geographic issues in Grade 10 geography textbook. To achieve this objective, a descriptive research design was employed, utilizing students, textbook and teachers as samples. Data collection was conducted through document reviews and in-depth interviews, with both qualitative and quantitative analyses applied. The data from document reviews were analysed quantitatively using descriptive statistics and chi-square tests, and qualitatively through content analysis. In contrast, the data obtained from in-depth interviews were analysed qualitatively using thematic analysis. The findings indicated that while Grade 10 textbook includes some of the most common contemporary geographic issues, the integration of the various components of each CGI such as objectives, contents, and activities was inadequate. Most of the components of contemporary geographic issues under each issue mainly focused on enhancing students’ knowledge and understanding of the issues. However, the textbook placed less emphasis on integrating components of contemporary geographic issues that foster students' attitudes and skills necessary for solving problems associated with these issues. The results imply that curriculum designers and textbook authors should ensure a balanced integration of components of contemporary geographic issues that enhance the three domains of learning such as knowledge, attitudes, and skills into educational materials, and each component should be presented in a manner that equally enhances students’ understanding, attitudes, and problem-solving abilities regarding these geographic issues.
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