By Agi, Chukwuma
Inspite of the efforts of Federal Government and National Association of Geographers (NAG) in trying to improve the achievement of senior secondary geography students, student’s achievements keep on dropping due to inadequate instructional materials. As a result of this, many researchers have worked on the effects of ‘MODELS’ in improving students’ achievement in geography (Anikweze, 1988; Dike, 1999; Chukwu, 2001 and Nnaobi, 2005) among others. Despite these numerous research works, not much has been done on ‘SCALE MODL’. For this reason, the researcher decided to work on the effects of scale models on students achievement in geography. The same test was used for both the pretest and posttest as the instrument for the study, after teaching 12 topics for 12 weeks. The test blue print and the test items were face and content validated by experts in geography, educational technology and measurement and evaluation. A sample of 282 students was selected from 5 schools using non-randomized sampling techniques. Data were generated from students scripts. The data were analysed to identify whether scale models has effect on students achievement. Four research questions and three hypotheses guided the study. Mean, standard deviation and analysis of covariance (ANCOVA) were used to test the research question and hypotheses at 0.05 level of significance.