Investigating the Effect of van Hiele Phase-Based Instruction on Pre-Service Teachers' Geometric Thinking

International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: [email protected]; Web site: http://www.ijres.net

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18

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

2148-9955

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

46

2018

EJ1169856