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.
