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

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, η<sup>2</sup> =.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.