A learner perspective on the implementation of Geographic Information Systems in selected schools in KwaZulu-Natal province

Abstract

Contemporary literature reveals a plethora of studies on the implementation of Geographic Information System (GIS) in South Africa. However, these studies provide an educator’s perspective while neglecting the learner’s perspective, which is provided in this study. The researchers used a qualitative collective case study in the interpretivist paradigm. A purposive sample of five schools and 50 grade 12 learners was used in this study. The data were generated using observations, five focus group discussions and 10 interviews. This study established that the learners lacked fundamental knowledge of GIS and that GIS was not being properly taught.