The Impact of Mathematical Modelling on Pre-Service Teachers’ Geometry Self-Efficacy in Urban Colleges of Education

Evelyn Agyei; Ebenezer Bonyah; Ebenezer Appiagyei

doi:doi:10.11648/j.mma.20251004.11

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The Impact of Mathematical Modelling on Pre-Service Teachers’ Geometry Self-Efficacy in Urban Colleges of Education

Evelyn Agyei^*

, Ebenezer Bonyah

, Ebenezer Appiagyei

Published in Mathematical Modelling and Applications (Volume 10, Issue 4)

Received: 31 October 2025 Accepted: 12 November 2025 Published: 19 December 2025

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Abstract

This study investigated the impact of mathematical modelling instruction, grounded in Self-Efficacy Theory and Modelling Cycle, on pre-service teachers’ geometry self-efficacy within urban teacher-education contexts in Ghana. Employing a convergent parallel mixed-methods quasi-experimental design, the study involved 191 participants distributed across experimental and control groups over a twelve-week intervention period. Quantitative data were collected through pre- and post-intervention questionnaires, while qualitative data were obtained via semi-structured interviews to capture participants’ reflective experiences. Statistical analyses using rank-based ANCOVA indicated that the experimental group demonstrated significantly higher post-test self-efficacy scores than the control group, F(1,188) = 17.32, p <.001, η² =.089, representing a moderate effect size. Thematic analysis revealed that collaborative group modelling nurtured mastery experiences, peer mentorship, and reflective learning, thereby reinforcing vicarious and verbal-persuasion processes described in Bandura’s framework. These findings affirm that mathematical modelling instruction effectively enhances pre-service teachers’ pedagogical confidence, reasoning, and problem-solving competence. Although minor baseline variations between groups were observed, the robustness of the intervention remained evident. The study underscores the transformative potential of modelling-based pedagogy for fostering equitable and sustainable mathematics education and highlights its implications for teacher-education curricula and professional development across sub-Saharan Africa’s urban and peri-urban contexts.

Published in	Mathematical Modelling and Applications (Volume 10, Issue 4)
DOI	10.11648/j.mma.20251004.11
Page(s)	59-72
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2025. Published by Science Publishing Group

Keywords

Mathematical Modeling, Pre-service Teachers, Self-efficacy, Pedagogical Beliefs, Geometry Instruction

References

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APA Style

Agyei, E., Bonyah, E., Appiagyei, E. (2025). The Impact of Mathematical Modelling on Pre-Service Teachers’ Geometry Self-Efficacy in Urban Colleges of Education. Mathematical Modelling and Applications, 10(4), 59-72. https://doi.org/10.11648/j.mma.20251004.11

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ACS Style

Agyei, E.; Bonyah, E.; Appiagyei, E. The Impact of Mathematical Modelling on Pre-Service Teachers’ Geometry Self-Efficacy in Urban Colleges of Education. Math. Model. Appl. 2025, 10(4), 59-72. doi: 10.11648/j.mma.20251004.11

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AMA Style

Agyei E, Bonyah E, Appiagyei E. The Impact of Mathematical Modelling on Pre-Service Teachers’ Geometry Self-Efficacy in Urban Colleges of Education. Math Model Appl. 2025;10(4):59-72. doi: 10.11648/j.mma.20251004.11

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@article{10.11648/j.mma.20251004.11,
  author = {Evelyn Agyei and Ebenezer Bonyah and Ebenezer Appiagyei},
  title = {The Impact of Mathematical Modelling on Pre-Service Teachers’ Geometry Self-Efficacy in Urban Colleges of Education},
  journal = {Mathematical Modelling and Applications},
  volume = {10},
  number = {4},
  pages = {59-72},
  doi = {10.11648/j.mma.20251004.11},
  url = {https://doi.org/10.11648/j.mma.20251004.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.mma.20251004.11},
  abstract = {This study investigated the impact of mathematical modelling instruction, grounded in Self-Efficacy Theory and Modelling Cycle, on pre-service teachers’ geometry self-efficacy within urban teacher-education contexts in Ghana. Employing a convergent parallel mixed-methods quasi-experimental design, the study involved 191 participants distributed across experimental and control groups over a twelve-week intervention period. Quantitative data were collected through pre- and post-intervention questionnaires, while qualitative data were obtained via semi-structured interviews to capture participants’ reflective experiences. Statistical analyses using rank-based ANCOVA indicated that the experimental group demonstrated significantly higher post-test self-efficacy scores than the control group, F(1,188) = 17.32, p 2 =.089, representing a moderate effect size. Thematic analysis revealed that collaborative group modelling nurtured mastery experiences, peer mentorship, and reflective learning, thereby reinforcing vicarious and verbal-persuasion processes described in Bandura’s framework. These findings affirm that mathematical modelling instruction effectively enhances pre-service teachers’ pedagogical confidence, reasoning, and problem-solving competence. Although minor baseline variations between groups were observed, the robustness of the intervention remained evident. The study underscores the transformative potential of modelling-based pedagogy for fostering equitable and sustainable mathematics education and highlights its implications for teacher-education curricula and professional development across sub-Saharan Africa’s urban and peri-urban contexts.},
 year = {2025}
}

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TY  - JOUR
T1  - The Impact of Mathematical Modelling on Pre-Service Teachers’ Geometry Self-Efficacy in Urban Colleges of Education
AU  - Evelyn Agyei
AU  - Ebenezer Bonyah
AU  - Ebenezer Appiagyei
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N1  - https://doi.org/10.11648/j.mma.20251004.11
DO  - 10.11648/j.mma.20251004.11
T2  - Mathematical Modelling and Applications
JF  - Mathematical Modelling and Applications
JO  - Mathematical Modelling and Applications
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PB  - Science Publishing Group
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UR  - https://doi.org/10.11648/j.mma.20251004.11
AB  - This study investigated the impact of mathematical modelling instruction, grounded in Self-Efficacy Theory and Modelling Cycle, on pre-service teachers’ geometry self-efficacy within urban teacher-education contexts in Ghana. Employing a convergent parallel mixed-methods quasi-experimental design, the study involved 191 participants distributed across experimental and control groups over a twelve-week intervention period. Quantitative data were collected through pre- and post-intervention questionnaires, while qualitative data were obtained via semi-structured interviews to capture participants’ reflective experiences. Statistical analyses using rank-based ANCOVA indicated that the experimental group demonstrated significantly higher post-test self-efficacy scores than the control group, F(1,188) = 17.32, p 2 =.089, representing a moderate effect size. Thematic analysis revealed that collaborative group modelling nurtured mastery experiences, peer mentorship, and reflective learning, thereby reinforcing vicarious and verbal-persuasion processes described in Bandura’s framework. These findings affirm that mathematical modelling instruction effectively enhances pre-service teachers’ pedagogical confidence, reasoning, and problem-solving competence. Although minor baseline variations between groups were observed, the robustness of the intervention remained evident. The study underscores the transformative potential of modelling-based pedagogy for fostering equitable and sustainable mathematics education and highlights its implications for teacher-education curricula and professional development across sub-Saharan Africa’s urban and peri-urban contexts.
VL  - 10
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Author Information

Evelyn Agyei

Mathematics Education Department, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), Kumasi, Ghana

Contact Email

http://orcid.org/0009-0003-1780-3846
Ebenezer Bonyah

Mathematics Education Department, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), Kumasi, Ghana

http://orcid.org/0000-0003-0808-4504
Ebenezer Appiagyei

Mathematics Education Department, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), Kumasi, Ghana

http://orcid.org/0000-0002-7290-2586

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Agyei, E., Bonyah, E., Appiagyei, E. (2025). The Impact of Mathematical Modelling on Pre-Service Teachers’ Geometry Self-Efficacy in Urban Colleges of Education. Mathematical Modelling and Applications, 10(4), 59-72. https://doi.org/10.11648/j.mma.20251004.11

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ACS Style

Agyei, E.; Bonyah, E.; Appiagyei, E. The Impact of Mathematical Modelling on Pre-Service Teachers’ Geometry Self-Efficacy in Urban Colleges of Education. Math. Model. Appl. 2025, 10(4), 59-72. doi: 10.11648/j.mma.20251004.11

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AMA Style

Agyei E, Bonyah E, Appiagyei E. The Impact of Mathematical Modelling on Pre-Service Teachers’ Geometry Self-Efficacy in Urban Colleges of Education. Math Model Appl. 2025;10(4):59-72. doi: 10.11648/j.mma.20251004.11

Copy | Download

@article{10.11648/j.mma.20251004.11,
  author = {Evelyn Agyei and Ebenezer Bonyah and Ebenezer Appiagyei},
  title = {The Impact of Mathematical Modelling on Pre-Service Teachers’ Geometry Self-Efficacy in Urban Colleges of Education},
  journal = {Mathematical Modelling and Applications},
  volume = {10},
  number = {4},
  pages = {59-72},
  doi = {10.11648/j.mma.20251004.11},
  url = {https://doi.org/10.11648/j.mma.20251004.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.mma.20251004.11},
  abstract = {This study investigated the impact of mathematical modelling instruction, grounded in Self-Efficacy Theory and Modelling Cycle, on pre-service teachers’ geometry self-efficacy within urban teacher-education contexts in Ghana. Employing a convergent parallel mixed-methods quasi-experimental design, the study involved 191 participants distributed across experimental and control groups over a twelve-week intervention period. Quantitative data were collected through pre- and post-intervention questionnaires, while qualitative data were obtained via semi-structured interviews to capture participants’ reflective experiences. Statistical analyses using rank-based ANCOVA indicated that the experimental group demonstrated significantly higher post-test self-efficacy scores than the control group, F(1,188) = 17.32, p 2 =.089, representing a moderate effect size. Thematic analysis revealed that collaborative group modelling nurtured mastery experiences, peer mentorship, and reflective learning, thereby reinforcing vicarious and verbal-persuasion processes described in Bandura’s framework. These findings affirm that mathematical modelling instruction effectively enhances pre-service teachers’ pedagogical confidence, reasoning, and problem-solving competence. Although minor baseline variations between groups were observed, the robustness of the intervention remained evident. The study underscores the transformative potential of modelling-based pedagogy for fostering equitable and sustainable mathematics education and highlights its implications for teacher-education curricula and professional development across sub-Saharan Africa’s urban and peri-urban contexts.},
 year = {2025}
}

Copy | Download

TY  - JOUR
T1  - The Impact of Mathematical Modelling on Pre-Service Teachers’ Geometry Self-Efficacy in Urban Colleges of Education
AU  - Evelyn Agyei
AU  - Ebenezer Bonyah
AU  - Ebenezer Appiagyei
Y1  - 2025/12/19
PY  - 2025
N1  - https://doi.org/10.11648/j.mma.20251004.11
DO  - 10.11648/j.mma.20251004.11
T2  - Mathematical Modelling and Applications
JF  - Mathematical Modelling and Applications
JO  - Mathematical Modelling and Applications
SP  - 59
EP  - 72
PB  - Science Publishing Group
SN  - 2575-1794
UR  - https://doi.org/10.11648/j.mma.20251004.11
AB  - This study investigated the impact of mathematical modelling instruction, grounded in Self-Efficacy Theory and Modelling Cycle, on pre-service teachers’ geometry self-efficacy within urban teacher-education contexts in Ghana. Employing a convergent parallel mixed-methods quasi-experimental design, the study involved 191 participants distributed across experimental and control groups over a twelve-week intervention period. Quantitative data were collected through pre- and post-intervention questionnaires, while qualitative data were obtained via semi-structured interviews to capture participants’ reflective experiences. Statistical analyses using rank-based ANCOVA indicated that the experimental group demonstrated significantly higher post-test self-efficacy scores than the control group, F(1,188) = 17.32, p 2 =.089, representing a moderate effect size. Thematic analysis revealed that collaborative group modelling nurtured mastery experiences, peer mentorship, and reflective learning, thereby reinforcing vicarious and verbal-persuasion processes described in Bandura’s framework. These findings affirm that mathematical modelling instruction effectively enhances pre-service teachers’ pedagogical confidence, reasoning, and problem-solving competence. Although minor baseline variations between groups were observed, the robustness of the intervention remained evident. The study underscores the transformative potential of modelling-based pedagogy for fostering equitable and sustainable mathematics education and highlights its implications for teacher-education curricula and professional development across sub-Saharan Africa’s urban and peri-urban contexts.
VL  - 10
IS  - 4
ER  -

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