Research Article
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Impact of Activity-Based Map Literacy Skills Teaching on Academic Achievement Levels of Secondary School Students in Kazakhstan

Year 2021, Volume: 11 Issue: 1, 151 - 167, 30.03.2021

Raziya Kaldybekova Bülent Aksoy Bahadurkhan Abdymanapov

https://doi.org/10.33403/rigeo.853728

Abstract

The aim of this research is to determine the impact of activity-based teaching on students' map literacy academic achievements in teaching secondary school seventh grade map skills subjects. The research was carried out in a semi-experimental design model with a pretest-posttest control group. The academic achievement test, consisting of a total of 12 items at three different difficulty levels, was used as a data collection tool in the study. The developed measurement tools were applied to 61 people from seventh grade students studying in thirteen different secondary schools located in Talgar district in Almaty region of Kazakhstan. Directional variance analysis (repeated measures) technique was used for repeated measurements on a single factor to solve the sub-problems of the study. According to the results of the research, easy, medium difficulty, difficult questions and total test scores of the experimental group students who applied the activity-based learning model and the control group students who applied the program-based learning were found to be similar according to the group variable. In contrast, easy, medium difficulty, difficult questions and total test scores related to map skill subjects of experimental group students and control group students were found to be significant in favor of experimental group according to the measurement variable and the common effect of group*measurement factors. In other words, activity-based map skills teaching applied to the experimental group is more effective in increasing the academic success of secondary school seventh graders in map skills than Program-based teaching applied to the control group. Accordingly, it is recommended that secondary school students acquire map skills while enriching these skills with activities.

Keywords

Map Map Skills Secondary School Students Semi-Experimental Design

Supporting Institution

-

Project Number

-

References

  • Aksoy, B. (2013). Investigation of Mapping Skills of Pre-Service Teachers as Regards to Various Parameters. Educational Research and Reviews, 8(4), 134-143.
  • Aksoy, B., Kılıçoğlu, G. & Ablak, S. (2015). The Relation of 11-14 Years Old Students Map Skills and Their Achievement Levels in Mathematics. Journal of World of Turks, 7(2), 59-71
  • Aksoy, B. & Ablak, S. (2019). An Evaluation of map literacy of social studies preservice teachers. Participatory Educational Research (PER), 6(2), 158-168.
  • Aksoy. B. (2019). Determination of map literacy of undergraduate geography students, Review of International Geographical Education Online, 9(3), 591-603.
  • Alimzhanova, A. (2011). Qızıqtı geografïya. Almaty: Times. Buckley, A. R., Muehrcke, P. C. & Muehrcke, J. O. (2011). MapUse: Reading, Analysis and Interpretation. Redlands, CA: Esri Press.
  • Beysenbayeva, M. B., Kotyakhova, G. M. & Larionova G. S. (2009). Sbornik testovykh zadaniy po geografii. 6-9 klassy. Kokshetau: Keleşek-2030.
  • Beysenbayeva, M. B. (2015). Sbornik testovykh zadaniy po geografii. Kokshetau: Keleşek-2030.
  • Bibik, A. Ye. (1975). Metodika obucheniya geografii v sredney shkole. Moskva: Prosveshcheniye.
  • Carswell, R. J. B. (1971). The Role of the user in the map communication process: children’s abilities in topographic map reading. Cartographica. The International Journal for Geographic Information and Geovisualization, 8(2), 40–45.
  • Catling, S. J. (1998). Geographical Work in Primary and Middle Schools. Sheffield: Geographical Association.
  • Clarke, D. (2003). Are you functionally map literate?, Proceedings of the 21st International Cartographic Conference (ICC). South Africa: Durban. 10-16 August, 713-719.
  • Cohen, L., Manion, L., & Marrison, K. (2000). Research methods in education (5th Ed.). London: Routledge & Falmer.
  • Erol, H. (2017). An Evaluation on Secondary School Students’ Map Literacy Skills. Anadolu Journal of Educational Sciences International, 7(3), 425-457.
  • Fedorova, T. I. (2015). Geografiya. Sbornik testovykh zadaniy. Kokshetau: Keleşek-2030.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education. New York: McGraw-Hill.
  • Geografïya päninen test jïnağı. (2005). Astana: Bilim berw men testilewdiñ memlekettik standarttarınıñ ulttıq ortalığı.
  • Gerber, R. & Wilson, P. (1989). Using maps well in the geography classroom. In J. Fien., R. Gerber & P. Wilson (Ed.), The geography teacher’s guide to the classroom. Melbourne: Macmillan.
  • Gilmartin, P. P. & Patton, J. C. (1984). Comparing the sexes on spatial abilities: map-use skills. Annals of the Association of American Geographers, 74(4), 605–619.
  • Golledge, R. G., Marsh, M. & Battersby, S. (2008). Matching geospatial concepts with geographic educational needs. Geographical Research, 46(1), 85–98.
  • Gökçe, N. (2015). Social Studies in Improving Students’ Map Skill: Teachers’ Opinions. Educational Sciences: Theory & Practice, 15(5), 1345-1362.
  • Gryunberg, G. YU., Lapkina, N. A., Malakhov, N. V. & Fel'dman, Ye. S. (1991). Kartografiya sosnovami topografi. Moskva: Prosveshcheniye.
  • Isatayeva G.K. & Tukhtasinov U.I. (2020). Geografïyalıq kartalardı bilimniñ közi retinde qoldanw. Örlew-Şımkent, 44(2), 28-37.
  • Jemirova, M. Ye. (2017). Ispol'zovaniye lichnostno-razvivayushchikh situatsiy v protsesse organizatsii deyatel'nosti mladshikh shkol'nikov s geoizobrazheniyami. Geografiya v shkole, 4, 47-53.
  • Kaldybekova R. & Beykitova A. (2019). Formirovaniye navykov myshleniya obuchayushchikhsya cherez kartagraficheskuyu deyatel'nost'. Pedagogika i psikhologiya, 41 (4), 169-180
  • Kaldybekova, R. & Abdymanapov, B. (2020). Geografïyalıq kartalardıñ joğarı deñgeydegi oylaw dağdıların qalıptastırwdağı roli. Kazakstannnıñ pedagogïkalıq ğılımdar akademïyasınıñ xabarşısı, 2, 93-100.
  • Kartal, F. & Koç, H. (2017). Examination of Map Literacy Levels of Secondary Levels Students (9 th Grade) in Terms of Certain Variables, Eastern Geographical Review, 22(37), 179-198.
  • Kızılçaoğlu, A. (2007). A pedagogical overview of map skills. The Journal of Institute of Social Sciences, 18, 341-358.
  • Klimanovа, O. A. & Naumov, A. S. (2002). Olimpiady po geografii, 6-11 klass. Moskva: Drofa.
  • Koç, H. (2010). Map perception and usage in geography education. National Education, 87, 146-158.
  • Koç, H. & Demir, S. B. (2014). Developing valid and reliable map literacy scale. Review of International Geographical Education, 4(2), 120-136.
  • Koç, H. & Karatekin, K. (2015). An examination of map literacy levels of prospective social studies teachers in terms of various variables. 4th USBES. Bolu.
  • Koç, H. & Çifçi, T. (2016). An investigation into map literacy levels of elementary school teacher candidates based on various variables, Marmara Geographical Review, 34, 9-20.
  • Koç, H., Aksoy, B. & Çifçi, T. (2017) An examination of map literacy levels of students from various undergraduate programmes according to several variables: Cumhuriyet university sample. Erzincan University Journal of Education Faculty, 31(1), 301-321.
  • Kress, G. (2003). Literacy in the new media age. London: Routledge.
  • Kudinov, V. S. (2017). Uroki oriyentirovaniya v shkole. Volgograd: Knaub.
  • Kussainov, G. M. (2012). Pedagogical technology of a modern school. Astana: Oqwlıq.
  • Liben, L. & Downs, R. (1989). Understanding Maps as Symbols: the Development of Map Concepts in Children. New York: Academic Press.
  • Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2006). Methods in educational research: From theory to practice. San Francisco: Jossey-Bass Publishers.
  • Lyutyj, A. A. (2002). Yazyk karty: sushchnost', sistema, funkcii. Moskva: GEOS.
  • Mac Eachren, M. (2004). How Maps Work. New York: The Guilford Press.
  • McClure, R. W. (1992). A conceptual model for map skills curriculum development based upon a cognitive field theory philosophy (Unpublished Doctoral Dissertation). Oklahoma State University, Oklahoma.
  • Olson, J. M. (1976). A coordinated approach to map communication improvement. The American Cartographer, 3(2), 151-159.
  • Petrova, N. (1999). 2500 testov i proverochnykh rabot po geografii dlya shkol'nikov. Moskva: Drofa.
  • Richard, B., Schultz, J. &Kerski J. &Todd, C. P. (2008). The use of virtual globes as a spatial teaching tool with suggestions for meta data standards. Journal of Geography, 107(1), 27-34.
  • Rautenbach, V. Coetzee, S. & Çöltekin, A. (2017). Development and evaluation of a specialized task taxonomy for spatial planning – A map literacy experiment with topographic maps, ISPRS Journal of Photogrammetry and Remote Sensing, 127, 16-26.
  • Salishchev, K . A. (1990). Kartovedeniye. Moskva: Moskovskiy gosudarstvennyy universitet.
  • Sönmez, Ö.F. & Aksoy, B. (2012). Determination of primary education secondary stage students’ map skill levels. Turkish Studies-International Periodical for the Languages, Literature and History of Turkish or Turkic 7(1), 1905-1924.
  • Sönmez, Ö.F. ve Aksoy, B. (2013). Cumhuriyetten Günümüze İlköğretim Programlarında Harita Becerileri. Türkiye Sosyal Araştırmalar Dergisi 17(1), 269-288.
  • Sukhinin, S. (2019). Competence of the cartographic literacy of schoolchildren: essence and methodological foundations of the formation. Problems of Continuous Geographic Education and Cartography, (29), 87-95.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th Ed.). Boston: Pearson Education.
  • Tokpanov, Ye. A. & Mazbayev, O. B. (2012). Osnovy kartografii i topografii. Almaty: DAUR.
  • Vostokova, A. V., Koshel', S. M. & Ushakova, L. A. (2002). Oformleniye kart. Komp'yuternyy dizayn. Moskva: Aspekt Press.
  • Weeden, P. (1997). Learning through maps. D. Tilbury & M. Williams (Eds.), Teaching and learning geography, In (pp. 168-179). London: Routledge.
  • White, S. H. (1995). An examination of the effects of mixed-age grouping on learning map reading skills (Unpublished Dissertation), Texas: A & M University.
  • Wiegand, P. (2006). Learning and Teaching with Maps. New York: Routledge.
  • Wood, D. (1992). The Power of Maps. New York: The Guilford.
  • Yevdokimov, V. I. (2011). Sbornik zadaniy i uprazhneniy po geografii. Moskva:Aspekt Press.
  • Zarutskaya, I. P. & Svatkova, T. G. (1982). Proektirovanie isostavlenie kart. Obshchegeograficheskie karty. Moskva: Moskovskiy gosudarstvennyy universitet.
  • Zhemerov, A. O. (2011). Zadachi po topografii i kartografii na uchenicheskih geograficheskih olimpiadah. Geografiya v shkole, 10, 44-48.

Year 2021, Volume: 11 Issue: 1, 151 - 167, 30.03.2021

Raziya Kaldybekova Bülent Aksoy Bahadurkhan Abdymanapov

https://doi.org/10.33403/rigeo.853728

Abstract

Project Number

-

References

  • Aksoy, B. (2013). Investigation of Mapping Skills of Pre-Service Teachers as Regards to Various Parameters. Educational Research and Reviews, 8(4), 134-143.
  • Aksoy, B., Kılıçoğlu, G. & Ablak, S. (2015). The Relation of 11-14 Years Old Students Map Skills and Their Achievement Levels in Mathematics. Journal of World of Turks, 7(2), 59-71
  • Aksoy, B. & Ablak, S. (2019). An Evaluation of map literacy of social studies preservice teachers. Participatory Educational Research (PER), 6(2), 158-168.
  • Aksoy. B. (2019). Determination of map literacy of undergraduate geography students, Review of International Geographical Education Online, 9(3), 591-603.
  • Alimzhanova, A. (2011). Qızıqtı geografïya. Almaty: Times. Buckley, A. R., Muehrcke, P. C. & Muehrcke, J. O. (2011). MapUse: Reading, Analysis and Interpretation. Redlands, CA: Esri Press.
  • Beysenbayeva, M. B., Kotyakhova, G. M. & Larionova G. S. (2009). Sbornik testovykh zadaniy po geografii. 6-9 klassy. Kokshetau: Keleşek-2030.
  • Beysenbayeva, M. B. (2015). Sbornik testovykh zadaniy po geografii. Kokshetau: Keleşek-2030.
  • Bibik, A. Ye. (1975). Metodika obucheniya geografii v sredney shkole. Moskva: Prosveshcheniye.
  • Carswell, R. J. B. (1971). The Role of the user in the map communication process: children’s abilities in topographic map reading. Cartographica. The International Journal for Geographic Information and Geovisualization, 8(2), 40–45.
  • Catling, S. J. (1998). Geographical Work in Primary and Middle Schools. Sheffield: Geographical Association.
  • Clarke, D. (2003). Are you functionally map literate?, Proceedings of the 21st International Cartographic Conference (ICC). South Africa: Durban. 10-16 August, 713-719.
  • Cohen, L., Manion, L., & Marrison, K. (2000). Research methods in education (5th Ed.). London: Routledge & Falmer.
  • Erol, H. (2017). An Evaluation on Secondary School Students’ Map Literacy Skills. Anadolu Journal of Educational Sciences International, 7(3), 425-457.
  • Fedorova, T. I. (2015). Geografiya. Sbornik testovykh zadaniy. Kokshetau: Keleşek-2030.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education. New York: McGraw-Hill.
  • Geografïya päninen test jïnağı. (2005). Astana: Bilim berw men testilewdiñ memlekettik standarttarınıñ ulttıq ortalığı.
  • Gerber, R. & Wilson, P. (1989). Using maps well in the geography classroom. In J. Fien., R. Gerber & P. Wilson (Ed.), The geography teacher’s guide to the classroom. Melbourne: Macmillan.
  • Gilmartin, P. P. & Patton, J. C. (1984). Comparing the sexes on spatial abilities: map-use skills. Annals of the Association of American Geographers, 74(4), 605–619.
  • Golledge, R. G., Marsh, M. & Battersby, S. (2008). Matching geospatial concepts with geographic educational needs. Geographical Research, 46(1), 85–98.
  • Gökçe, N. (2015). Social Studies in Improving Students’ Map Skill: Teachers’ Opinions. Educational Sciences: Theory & Practice, 15(5), 1345-1362.
  • Gryunberg, G. YU., Lapkina, N. A., Malakhov, N. V. & Fel'dman, Ye. S. (1991). Kartografiya sosnovami topografi. Moskva: Prosveshcheniye.
  • Isatayeva G.K. & Tukhtasinov U.I. (2020). Geografïyalıq kartalardı bilimniñ közi retinde qoldanw. Örlew-Şımkent, 44(2), 28-37.
  • Jemirova, M. Ye. (2017). Ispol'zovaniye lichnostno-razvivayushchikh situatsiy v protsesse organizatsii deyatel'nosti mladshikh shkol'nikov s geoizobrazheniyami. Geografiya v shkole, 4, 47-53.
  • Kaldybekova R. & Beykitova A. (2019). Formirovaniye navykov myshleniya obuchayushchikhsya cherez kartagraficheskuyu deyatel'nost'. Pedagogika i psikhologiya, 41 (4), 169-180
  • Kaldybekova, R. & Abdymanapov, B. (2020). Geografïyalıq kartalardıñ joğarı deñgeydegi oylaw dağdıların qalıptastırwdağı roli. Kazakstannnıñ pedagogïkalıq ğılımdar akademïyasınıñ xabarşısı, 2, 93-100.
  • Kartal, F. & Koç, H. (2017). Examination of Map Literacy Levels of Secondary Levels Students (9 th Grade) in Terms of Certain Variables, Eastern Geographical Review, 22(37), 179-198.
  • Kızılçaoğlu, A. (2007). A pedagogical overview of map skills. The Journal of Institute of Social Sciences, 18, 341-358.
  • Klimanovа, O. A. & Naumov, A. S. (2002). Olimpiady po geografii, 6-11 klass. Moskva: Drofa.
  • Koç, H. (2010). Map perception and usage in geography education. National Education, 87, 146-158.
  • Koç, H. & Demir, S. B. (2014). Developing valid and reliable map literacy scale. Review of International Geographical Education, 4(2), 120-136.
  • Koç, H. & Karatekin, K. (2015). An examination of map literacy levels of prospective social studies teachers in terms of various variables. 4th USBES. Bolu.
  • Koç, H. & Çifçi, T. (2016). An investigation into map literacy levels of elementary school teacher candidates based on various variables, Marmara Geographical Review, 34, 9-20.
  • Koç, H., Aksoy, B. & Çifçi, T. (2017) An examination of map literacy levels of students from various undergraduate programmes according to several variables: Cumhuriyet university sample. Erzincan University Journal of Education Faculty, 31(1), 301-321.
  • Kress, G. (2003). Literacy in the new media age. London: Routledge.
  • Kudinov, V. S. (2017). Uroki oriyentirovaniya v shkole. Volgograd: Knaub.
  • Kussainov, G. M. (2012). Pedagogical technology of a modern school. Astana: Oqwlıq.
  • Liben, L. & Downs, R. (1989). Understanding Maps as Symbols: the Development of Map Concepts in Children. New York: Academic Press.
  • Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2006). Methods in educational research: From theory to practice. San Francisco: Jossey-Bass Publishers.
  • Lyutyj, A. A. (2002). Yazyk karty: sushchnost', sistema, funkcii. Moskva: GEOS.
  • Mac Eachren, M. (2004). How Maps Work. New York: The Guilford Press.
  • McClure, R. W. (1992). A conceptual model for map skills curriculum development based upon a cognitive field theory philosophy (Unpublished Doctoral Dissertation). Oklahoma State University, Oklahoma.
  • Olson, J. M. (1976). A coordinated approach to map communication improvement. The American Cartographer, 3(2), 151-159.
  • Petrova, N. (1999). 2500 testov i proverochnykh rabot po geografii dlya shkol'nikov. Moskva: Drofa.
  • Richard, B., Schultz, J. &Kerski J. &Todd, C. P. (2008). The use of virtual globes as a spatial teaching tool with suggestions for meta data standards. Journal of Geography, 107(1), 27-34.
  • Rautenbach, V. Coetzee, S. & Çöltekin, A. (2017). Development and evaluation of a specialized task taxonomy for spatial planning – A map literacy experiment with topographic maps, ISPRS Journal of Photogrammetry and Remote Sensing, 127, 16-26.
  • Salishchev, K . A. (1990). Kartovedeniye. Moskva: Moskovskiy gosudarstvennyy universitet.
  • Sönmez, Ö.F. & Aksoy, B. (2012). Determination of primary education secondary stage students’ map skill levels. Turkish Studies-International Periodical for the Languages, Literature and History of Turkish or Turkic 7(1), 1905-1924.
  • Sönmez, Ö.F. ve Aksoy, B. (2013). Cumhuriyetten Günümüze İlköğretim Programlarında Harita Becerileri. Türkiye Sosyal Araştırmalar Dergisi 17(1), 269-288.
  • Sukhinin, S. (2019). Competence of the cartographic literacy of schoolchildren: essence and methodological foundations of the formation. Problems of Continuous Geographic Education and Cartography, (29), 87-95.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th Ed.). Boston: Pearson Education.
  • Tokpanov, Ye. A. & Mazbayev, O. B. (2012). Osnovy kartografii i topografii. Almaty: DAUR.
  • Vostokova, A. V., Koshel', S. M. & Ushakova, L. A. (2002). Oformleniye kart. Komp'yuternyy dizayn. Moskva: Aspekt Press.
  • Weeden, P. (1997). Learning through maps. D. Tilbury & M. Williams (Eds.), Teaching and learning geography, In (pp. 168-179). London: Routledge.
  • White, S. H. (1995). An examination of the effects of mixed-age grouping on learning map reading skills (Unpublished Dissertation), Texas: A & M University.
  • Wiegand, P. (2006). Learning and Teaching with Maps. New York: Routledge.
  • Wood, D. (1992). The Power of Maps. New York: The Guilford.
  • Yevdokimov, V. I. (2011). Sbornik zadaniy i uprazhneniy po geografii. Moskva:Aspekt Press.
  • Zarutskaya, I. P. & Svatkova, T. G. (1982). Proektirovanie isostavlenie kart. Obshchegeograficheskie karty. Moskva: Moskovskiy gosudarstvennyy universitet.
  • Zhemerov, A. O. (2011). Zadachi po topografii i kartografii na uchenicheskih geograficheskih olimpiadah. Geografiya v shkole, 10, 44-48.
There are 59 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Raziya Kaldybekova 0000-0003-1751-6962

Bülent Aksoy 0000-0002-7181-8008

Bahadurkhan Abdymanapov 0000-0003-2141-9858

Project Number -
Publication Date March 30, 2021
Submission Date January 4, 2021
Acceptance Date April 18, 2021
Published in Issue Year 2021 Volume: 11 Issue: 1

Cite

APA Kaldybekova, R., Aksoy, B., & Abdymanapov, B. (2021). Impact of Activity-Based Map Literacy Skills Teaching on Academic Achievement Levels of Secondary School Students in Kazakhstan. Review of International Geographical Education Online, 11(1), 151-167. https://doi.org/10.33403/rigeo.853728
AMA Kaldybekova R, Aksoy B, Abdymanapov B. Impact of Activity-Based Map Literacy Skills Teaching on Academic Achievement Levels of Secondary School Students in Kazakhstan. Review of International Geographical Education Online. March 2021;11(1):151-167. doi:10.33403/rigeo.853728
Chicago Kaldybekova, Raziya, Bülent Aksoy, and Bahadurkhan Abdymanapov. “Impact of Activity-Based Map Literacy Skills Teaching on Academic Achievement Levels of Secondary School Students in Kazakhstan”. Review of International Geographical Education Online 11, no. 1 (March 2021): 151-67. https://doi.org/10.33403/rigeo.853728.
EndNote Kaldybekova R, Aksoy B, Abdymanapov B (March 1, 2021) Impact of Activity-Based Map Literacy Skills Teaching on Academic Achievement Levels of Secondary School Students in Kazakhstan. Review of International Geographical Education Online 11 1 151–167.
IEEE R. Kaldybekova, B. Aksoy, and B. Abdymanapov, “Impact of Activity-Based Map Literacy Skills Teaching on Academic Achievement Levels of Secondary School Students in Kazakhstan”, Review of International Geographical Education Online, vol. 11, no. 1, pp. 151–167, 2021, doi: 10.33403/rigeo.853728.
ISNAD Kaldybekova, Raziya et al. “Impact of Activity-Based Map Literacy Skills Teaching on Academic Achievement Levels of Secondary School Students in Kazakhstan”. Review of International Geographical Education Online 11/1 (March 2021), 151-167. https://doi.org/10.33403/rigeo.853728.
JAMA Kaldybekova R, Aksoy B, Abdymanapov B. Impact of Activity-Based Map Literacy Skills Teaching on Academic Achievement Levels of Secondary School Students in Kazakhstan. Review of International Geographical Education Online. 2021;11:151–167.
MLA Kaldybekova, Raziya et al. “Impact of Activity-Based Map Literacy Skills Teaching on Academic Achievement Levels of Secondary School Students in Kazakhstan”. Review of International Geographical Education Online, vol. 11, no. 1, 2021, pp. 151-67, doi:10.33403/rigeo.853728.
Vancouver Kaldybekova R, Aksoy B, Abdymanapov B. Impact of Activity-Based Map Literacy Skills Teaching on Academic Achievement Levels of Secondary School Students in Kazakhstan. Review of International Geographical Education Online. 2021;11(1):151-67.
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