Relationship Matrix Comparing University Geography Courses and Secondary School Standard Curriculum in Malaysia

Abstract

The purpose of this article is to draw a comparison between the Bachelor of Education (B.Ed.) Geography curriculum and the Standard Document for Curriculum and Assessment (SDCA) of secondary school geography. The study includes analysis of the geography curriculum document at Sultan Idris Education University (UPSI) and the Standards-Based Curriculum for Secondary School (SBCSS) for the subject of geography. A relationship matrix of parallel themes was identified using ATLAS.ti software. The themes examined were physical geography, human geography, and geographic skills. The results of the analysis show that 14 out of 16 courses in the B.Ed. in Geography were comparable to the SDCA of Geography SBCSS for Forms 1 to 3. There were eight subjects in the SDCA of Geography SBCSS that were not related to the instructional plan of the B.Ed. in Geography: two Form 1 topics -Position and Sketch Map of Malaysia; three Form 2 topics -Telecommunications in Malaysia, Types of and Transportation Development in Asia, and Green Technology; and three Form 3 topics -Natural Plants in Malaysia, Wildlife in Malaysia, and Recycling. The study concludes that the Department of Geography & Environment needs to improve the existing courses and add relevant courses to the B.Ed. Geography in order for it to be compatible with the latest school curriculum. The findings of this study should enhance the education system at university level by helping to produce future teachers who possess the latest knowledge and 21 st century skills in line with Malaysia's aspirations of becoming a developed nation.

Evaluation of students' views on teaching the subject of migration through distance education in Kazakhstan geography course

“…It is seen that the practical use of this branch of science, which organizes the relations between man and the earth in the best way, depends on the increase in the number of students who have received good geography education in the society. It is seen that the population process of the world begins with the geographical order in which people settled down (Hashim et al, 2020). It is seen that many courses have been introduced with distance education and added to the system using the educational technology method, thus it is thought that a meaningful learning method has developed for students within an education (Bello et al, 2020).…”