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Browsing College of Social Sciences by Subject "Ability testing"

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    The Ability of Form Four Pupils in the Secondary School of Tanzania to Read Contour Maps
    (University of Dar es Salaam, 1972) Aldridge, Roger Michael
    Contour map symbols are more complicated than most symbols as they- portray the third dimision in twodimensions. Thus, before understanding a contour map, one must acquire a specific Spatial ability --the ability tolerate the two --dimensional maps to the three-dimensional landscape it represents. According to Piaget, the pre-adolescent Swiss child has the ability to imagine different viewpoint --- ability related to contour map reading, although other evidence indicates that some adolescents, lack this ability. Other studies have revealed that somenon – Western cultural groups have considerable problems in understanding perceptual symbols especially depth cues. Itis thus possible that African Secondary school pupils havemore difficulty in understandingcontour maps than their Western counterparts. From the 1iterature and the considerable variationin contour map reading ability among University students in Tanzaniathe author expected that Secondary school pupils would beweak in certain basic skillsnecessary for contour reading. In addition, certain variables were expected to affect perfomance.Two instruments- a contour map reading test for pupils and a teacher questionnaire-were devised to answer questions and test hypotheses. The questions asked whether or not there was poor performance in contour map reading in the Secondary schools of Tanzania and whether or not poor performance wasrelated to weaknessin fourskills identified as important: 1. The ability to relate the two-dimensional contour map to the three-dimensional Landscape. 2. The ability to find the approximate height of any point on the contour map. 3. The ability to analyse slopes. 4. The ability to draw or to interpret cross-sections. Thehypotheses tested whether or not variability in performance was related to home bacground, age, sex, school type, school facilities and teaching. Aftera pilot study, the pupil contour map reading test (the final pupil test), which included ten perceptual items, was given to 1714 form four pupils (27% of the total population) in 40 schools from seven school types. Statistics were obtained from a computer programme and hand, analyses in particular a detailed item analysis or based on 2% of the total sample randomly selected. The test attempted to answer thequestions posed and also providedinformation relevant to the hypotheses regarding the age, sex and home background of the pupils. After revision of the draft form a teacher questionnaire was sent to all the Secondary schools in Tanzania taking Geography at form four levels. Eightypercent of the schools replied (86% of the schools whose pupils took the final pupil test). Results were recorded on punch cards which were then hand—sorted. Informationwas provided as to the facilities for teaching map readingin the schoolsthe amount of experience of the teachersthe organization of' map reading training the subjects matter covered and the types of aids used. Most pupils scored under 60% on the final pupil test, indicating that there is poor performance in contour map reading in the secondary school in Tanzania. There were close relationships betweenthe perceptual items and the rest of the test indicating a relationship between spatial ability, as measured by this sub -test, and the contour map reading section of the test. Some pupils were un able to imagine a different viewpoint from their own, suggestion that they have not yet reached the final Piagetian stage of development in spatial concepts. Consequently, they have difficulty in the first importantskill identified abovethe ability to relate the two-dimensionalmap to the three—dimensional landscape. Pupils were weak in two other basic skills-the ability to analyse slopes and the ability to draw or interpret cross sections. Although the pupils were able to find the approximate height of any point on a contour map,they were unable torelate height to each other. This is symptomatic of a more general weakness - an inability to apply knowledge of contour principles to problem solving situations.Performance varied considerably, for in spitegeneral weakness, individual pupils score very highly on the test. An important variable was sex, males performing better than females on three sub-tests, especially the perceptual sub-test. It is possible that role indoctrination and traditional attitudes to the education of girls may affect their performance on the test. Nevertheless, one girls’ school obtained the highest mean on the final pupil test of all 40 schools, thus suggesting that other variables can overcome sex differences. There were only slight relationships between home background measures and test performance. However, other measures, especially clinical observation indicates. There was an inverse relationship between age and test performance, possibly because some pupils are repeating years at school and are either less intelligent than other pupils or else have missed vital works through illness. Performance inday schools varied more than in boarding schools, and was possibly related to the urban setting of the day schools, where there is less control over the study habits of the pupils. No significant relationship was found between any of the variables measured by the teacher questionnaire and the test results.Within its limits, the questionnaire is a fairly accurate measure. it could notattempt to measure important factors such as the teacher’s person ability. Based on the results, it is recommended that perceptual training at primary school level should precede map reading work. Practice in observing simple three - dimensional models from different viewpoints would lead to pupils drawing their own contours on potatoes or clay shapes. Pupils participation in making and using the modes is vital.Specific practice in training the four basic skills is also recommended after assessment of the performance of pupils on a test consisting of twenty items from the final pupil test. Teachers sometimes do not give adequate contour map reading instruction because they themselves lack the necessary skills. Thus, weaknesses should be identified and some form of remedial work should be provided at the teacher training level. Training teachers to criticize themselves and to learn from experience is also important. The investigation closes with recommendations for further research.