The Impact of Earth Model in Understanding of Earth Geometry by In-Service Student Teachers: A Case of Mukuba University, Zambia

摘要

This study was conducted to show the impact of Earth Model in understanding of Earth Geometry by in-service Student Teachers. The problem of poor performance of the Grade 12 pupils in mathematics especially in Earth Geometry and students at Mukuba University has been a matter of concern. To alleviate this problem a study was conducted because teachers are the ones in charge of responsibility of initiating knowledge. The study population included all third year in-service student teachers of mathematics education (MED 330) pursuing a degree programme by distance learning at Mukuba University. The study was based on three research questions and two hypotheses. The research method used was a mixed approach. The sample size was 35 in-service students Teachers comprising 23 male and 12 female students. The Shapiro-wilks test was used for this purpose because of the small sample size. Also, the design used for the study was a quasi-experimental. The two groups were made from a homogeneous class at random. Particularly, 17 students were assigned to the experimental and 18 students to the control group. These two groups were subjected to a pre-test. The experimental group was taught using the Earth model approach while the control group was taught using conventional approach. The analysis of data was done with the help of SPSS, considering the mean, standard deviation. Also, the Independent sample t-test was conducted at alpha ( = 0.05 to analyse the results of the pre-test and post-test scores. The study showed there was statistically significant difference in the post-test scores for the experimental group (Mean = 60, standard deviation = 19.28) and the control group (Mean = 42.36, standard deviation = 17.98) , p = .01.Therefore, incorporating Earth Model in teaching Earth Geometry was found to have a positive impact on in-service student teachers understanding Earth Geometry. The study also revealed that learners had challenges in calculating the surface area between two meridians and the shortest distance between points on the same latitude which are not diametrically opposite. Also, the study suggested that the concepts of geometry are abstract in nature and require more visualization tools to the students understanding.