Literaturnachweis - Detailanzeige
Autor/inn/en | Armah, Robert Benjamin; Cofie, Primrose Otokonor; Okpoti, Christopher Adjei |
---|---|
Titel | Investigating the Effect of van Hiele Phase-Based Instruction on Pre-Service Teachers' Geometric Thinking |
Quelle | In: International Journal of Research in Education and Science, 4 (2018) 1, S.314-330 (18 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2148-9955 |
Schlagwörter | Preservice Teachers; Geometric Concepts; Geometry; Pretests Posttests; Experimental Groups; Control Groups; Teaching Methods; Quasiexperimental Design; Statistical Analysis; Conventional Instruction; Mathematics Curriculum; Foreign Countries; Problem Solving; Mathematics Instruction; Comparative Analysis; Scores; Mathematics Teachers; Elementary Secondary Education; Achievement Tests; Mathematics Achievement; International Assessment; Mathematics Tests; Ghana; Trends in International Mathematics and Science Study Elementare Geometrie; Geometrie; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Ausland; Problemlösen; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz |
Abstract | This study investigated the effect of van Hiele Phase-based Instruction (VHPI) on Ghanaian Pre-service Teachers' (PTs') geometric thinking in terms of the van Hiele Levels. A pre-test post-test quasi-experimental design was employed. There were 75 PTs each in the experimental group and the control group. Van Hiele Geometry Test (VHGT) was administered to all PTs as both pre-test and post-test. PTs in the experimental group were taught two-dimensional geometry using VHPI while the control group was instructed by conventional instruction. Chi-square results showed that the PTs in both groups had increment in their post-VHGT as compared to the pre-VHGT. However, the PTs in the experimental group achieved better levels of geometric thinking as compared to those in the control group (X[superscript 2] = 58.949, p<0.05). Again, results from paired samples t-test indicated a significant difference in mean scores between control and experimental groups favouring PTs in the experimental group (t = 30.776, p<0.05). The significant improvement in the performance of the experimental group having more PTs at level 3 and 4 than at level 0, 1 and 2 suggest that the VHPI served a useful pedagogical approach, impacted positively on PTs geometric thinking levels and has the potential of improving teaching and learning of geometry in schools than the conventional approach. (As Provided). |
Anmerkungen | International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |