Abstract:

Map-reading skills constitute a foundational component of geographic education, enabling learners to interpret spatial information, understand environmental relationships, and apply geographic concepts in real-world contexts. This study examined the impact of map-reading skills on students’ geographic knowledge in secondary schools of Kasenengwa District, Zambia. Using a mixed-methods research design, data were collected from 200 secondary school students and 20 geography teachers through questionnaires, interviews, and classroom observations. Quantitative data were analysed using descriptive statistics and correlation analysis, while qualitative data were thematically analysed. Findings revealed a strong positive relationship between students’ proficiency in map-reading skills—particularly symbol interpretation, scale comprehension, contour analysis, and directional orientation—and their overall geographic knowledge. Resource availability, instructional strategies, and teacher competency emerged as critical mediating factors. The study concludes that enhanced cartographic instruction, experiential learning, and integration of Geographic Information Systems (GIS) significantly improve students’ spatial literacy. Recommendations include strengthening teacher training, revising curriculum emphasis on practical cartography, and increasing access to modern mapping resources.

Keywords:

Map reading skills; Geographic knowledge; Secondary education; Spatial literacy; GIS; Zambia.

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Methods