Abstract:
Map is geographers' main tool. However, studies have shown that Map-work poses
the greatest difficulty to geography students. This has largely been blamed on the
teaching methods. The purpose of this study is to investigate the effect of the use of
Scale Models on the acadeinic achievement and interest of students in Map-work.
The research also sought to find out the effect of gender and ability level on acadeinic
achievement and interest of' students in Map-work. Six research questions and ten
hypotheses were formulated for the study. The researcher reviewed the related
literature. A quasi-experimental design, specifically, the non-equivalent control
group design was used. Four mixeds schools were randomly selected from Awka
Education Zone of Analmbra State. The sample consisted of 197 senior secondary
two geography students. A stratified random sampling technique was used in
drawing the sample. The regular geography teachers of the chosen schools wcre
trained and used for the study. The instruments used for data collection included: the
Map-Work Achievement Test (MWAT), the Map-Work Interest Scale (MWlS) and
three Topographical Map sheets. The 'MWAT' with a reliability estimate of 0.97 and
the 'MWlS' with an internal consistency estimate of 0.82 were developed and
validated by the researcher. 'The Map sheets were adapted and modified by the
researcher for the study. The data were analysed using the Analysis of Covariance
(ANCOVA), means and Standard Deviation. The major results of the study were as
follows: ( I ) The use of Models had a significant effect on the academic achievement
and interest of students in Map-work; (2) Gender was not a significant factor in the
academic achievement and interest of students in Map-work when taught using scale
models; (3) The students of high academic ability taught using Models perform
significantly better and showed greater interest in Map-work than their low-ability
counterparts taught using the same method; ( 4) 'There were significant interaction
effect between method and gender, as well as method and ability levels on academic
achievement and interest of students in Map-work. The implications of these findings
with respect to teachers, students, educational administrators and planners as well as
tertiary institutions were identified. Based 0n these, it was recommended that the
procedures for the application of scale models for teaching concepts in Map-work
should be incorporated in the school curriculum. Efforts should be made to equip
teachers with the requisite knowledge, skills and competence 0n the production and
use of scale models for teaching through seminars, workshop, conferences, etc. The
limitations of the study were identified. Some suggestions for further research were
also made.
