IMPACT OF LOGIC ERROR COMMITTED BY MATHEMATICS TEACHERS IN SOLVING PROBLEMS INVOLVING LONGITUDE AND LATITUDE IN THE KOGI CENTRAL EDUCATIONAL ZONE

Abstract

The study examined the type of errors made by mathematics teachers in solving longitude and
latitude in the Kogi central educational zone. A sample of 30 subjects was sampled out of the
total population of mathematics teachers in the zone. This study employed the use of a quasiexperimental design. One research question and two research hypotheses were answered and
tested in this study with mean, standard deviation and inferential statistics of t-test for
significance at 0.05 Margin of error respectively. The reliability coefficient of the mathematics
achievement test instrument was 0.82 using Pearson product-moment correlation. The results
showed that male and female differences were significant in the logic error committed by
mathematics teachers. Based on the findings, it is recommended that mathematics teachers
should teach latitude and longitude to avoid logic errors.