Exploring grade 12 mathematics students’ characteristics and views they hold about geometry (original) (raw)
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Assessment of factors influencing achievement in geometry among senior high school (SHS) students
The purpose of the study was to assess the factors influencing achievement in geometry among senior high school students in the Agona of central region, Ghana. The study was guided by the following objectives: to assess the extent to which teaching strategies, students’ study habits, curriculum implementation and evaluation contribute to students’ level of achievement in geometry, and also to determine some of the problems faced by teachers and students in teaching/learning of geometry. Using a multi-stage sampling procedure (stratified, simple random and purposive sampling techniques), a sample of four schools; two in each zone, 252 respondents comprising 12 mathematics teachers and 240 students were selected for in-depth study. The descriptive survey design was employed for the study in which questionnaire was used for data collection. Students’ level of understanding on the contents of geometric concepts covered in the syllabus was tested using geometric achievement test (GAT). Descriptive and inferential statistics were used to establish the relationship between the aforementioned factors and the achievement of geometric concepts among the SHS students. The key issues postulated in the study revolved around teachers’ teaching strategies, study habits, curriculum implementation and evaluation on students’ level of achievement in geometry The key findings indicated a significant positive relationship between students’ achievement in geometry and curriculum implementation and evaluation with (r=0.402, p=0.000<.01) and (r=0.242, p=0.000<.01) at N=220 respectively. Furthermore, regression analysis showed that teachers’ teaching strategies (β = 0.231, P < 0.01) and curriculum implementation (β = 0.254, P < 0.01) were predictors of students’ achievement in geometry [F=17.399 and P=0.000 (< 0.01)]. In view of these findings, the study concludes that strategies used by teachers, curriculum aids in teaching geometric concepts and students’ learning practices contributed to the poor level of achievement in geometry. On the basis of the findings, the following recommendations were made; interactive methods of teaching which are core to improving students’ holistic understanding of geometrical concepts needs to be used by mathematics teachers. Also ministry of education and umbrella groups should harmonize the policy of teaching mathematics by organizing in-service trainings for mathematics teachers on the use of activity-oriented teaching, resource improvisations and monitoring of students work by teachers and teachers work by HoDs or Head teachers.
Attitude of secondary level students towards geometry
2018
Geometry, the study of space and spatial relationships, is an important and essential branch of mathematics. The present investigation has been conducted to study the attitude of secondary level students towards geometry. Sample of the study was 429 secondary students under Purulia district, West Bengal, India. The survey method has been adopted for the present study and stratified random sampling technique has been used in selecting the samples. ANOVA and‘t’ test has been applied for the interpretation of the findings. The results reveal that residential place plays a significant role in attitude towards geometry whereas gender does not differ significantly in attitude towards geometry of secondary school students.
DETERMINANTS OF STUDENTS? ACHIEVEMENT IN HIGH SCHOOL GEOMETRY.
One of the biggest challenges that the nation faces today is the problem on how to improve the performance of Filipino students in mathematics and science. The steep downfall of the science and mathematics competencies that Filipino students demonstrate in standards-based tests as measured against international levels has belittled the nation?s capacity to compete globally in academic competitions. And the Philippine Educational System can only put the blame on the subject teachers who have a direct contact with learners. But to educators, instruction may not be the sole factor that brings about the problem. Surely, there is more to determinants of students? performance in mathematics than teacher-factor. For one, attitude that is observed in different directions ? student towards the subject, student towards the teacher, teacher toward the subject, teacher toward the student ? may also be considered non-intellective factors that may bring about an effect on student performance in mathematics, not to mention environment, support from family, and the like which may also influence such. Some of these may be even traced back to a learner?s remotest experiences, and reading difficulties can be one of them. The general problem of the study is to determine factors influencing the performance of LCUP BED students in High School Geometry. Specifically, this study sought to answer the following: (1) how can the demographic profile of the respondents be described in terms of gender, age, IQ, GPA, parental educational attainment and reading proficiency; (2) What is the respondents? level of achievement in Geometry; (3) Which of these factors are significant determinants of achievement in mathematics; and, (4) what pedagogical implications may be drawn from the study? To realize this aim, a descriptive correlational method was employed. Performance in Geometry was measured using the Geometry California Mathematics Standards Test. This is one of the California Standards Test administered as part of the Standardized Testing and Reporting (STAR) program under policies set by the California State Board of Education. The reading proficiency level of the respondents, on the other hand, was identified using the Gates-MacGinitie Reading Test, a standardized test which was developed by Walter H. MacGinitie, Ph. D. The other factors considered were the demographic profile variables which included age, gender, IQ, GPA, and Parental Educational Attainment. The respondents of the study were the one hundred sixty-eight (168) Grade 9 high school students of the Basic Education Department of La Consolacion University Philippines who were enrolled in the school year 2011-2012. At the end of the study, the following were concluded: (1) the respondents of the study were almost equally distributed in terms of gender, were learners of normal schooling age, possessed average capacity to accept knowledge and obtained average GPA in the previous school year. Majority of the respondents? parents were non-bachelor?s degree holders; (2) almost half of the respondents were diagnosed to have achieved at least the high school level of proficiency in reading while the other half of the respondents were not able to cultivate desirable reading proficiency level; (3) Majority of the respondents demonstrated poor achievement in High School Geometry; and, (4) GPA, IQ and reading proficiency are good determinants of achievement in Geometry while age, gender and parental educational attainment were found not to be significant determinants of achievement in the subject. Pedagogical implications and recommendations of the study were thoroughly discussed.
IMVI Open Mathematical Education Notes, 2018
The powerful development of geometric thinking among the students of the final grade of Middle School enables them to progress better through mathematical contents in the upcoming High School. In order to gain insight into possible levels of development of students' geometric skills, we have examined the mathematics curricula of the final grades of Middle Schools in B&H, Croatia, Macedonia, Montenegro, Serbia and Turkey. Our intention was to gain insight into geometric contents planned in these teaching programs of the aforementioned socio-political communities. As a connecting thread of our observations, we offer the following conclusions regarding the previous research. All observed models have a significant common part that relates to the teaching and learning of geometric solids. In the case where this part of the curricula would be complemented by geometric transformations, it would then be possible to estimate that these curricula open the possibility of a full development of robust abilities among pupils. The authors think that although the quality of mathematics teachers' work has a significant impact on the formation of geometric proficiencies and abilities of pupils in schools, the influence of policy makers of mathematics education and mathematical curricula designers is more significant. The authors are also very close to the suggestion that each of these societies should form a permanent team of experts for monitoring applications and further development of mathematical curricula.
A Study of Prospective Primary Teachers’ Conceptions of Teaching And Learning School Geometry
Journal of Mathematics Teacher Education, 2006
There are two basic guiding referents in the present investigation: the teaching and learning of school-level geometry (basic concepts of Euclidian geometry and measure) and the analysis of the conceptions of prospective primary teachers in Spain. The work assumes that such conceptions appear and develop during school years, and that consequently, for the prospective teachers to learn to teach mathematics, account must be taken of the requirements that arise from these conceptions themselves and from the prospective teachers' knowledge of school-level mathematics. The objective of the study was to describe and analyse prospective primary teachers' conceptions of school-level geometry and it teaching and learning. To this end, we considered the hypothesis that the students' memories and expectations provide information with which to characterize their conceptions of the field of geometry and its teaching/learning at the primary school level.
Senior High School Students’ Difficulties with Geometry Topics
Senior High School Students’ Difficulties with Geometry Topics, 2024
Students have historically fared poorly on the West African Examinations Council’s (WAEC) mathematics exam. This study investigated senior high school students’ difficulties with studying Geometry in the Cape Coast Metropolis, Central Region, Ghana. Using the descriptive survey design, data were collected from 300 Senior High School Two (SHS 2) students using simple random sampling. Students responded to the questionnaire and a 30-item multiple-choice achievement test on geometry. Four geometry concepts students perceived difficult to study are Circle theorems, Perpendicularity of Tangent and radius of a circle, Angle between Tangent and a chord and Tangents from an external point. The reasons for the difficulty in studying geometry topics are the unavailability of instructional materials, the geometry topics being complex, and teachers not teaching geometry concepts to the students’ understanding. Students’ gender did not influence the learning of concepts in geometry at a 0.05 level of significance. There was an insignificantly weak positive correlation between the students’ performance and their perceived difficult geometry concepts. It was concluded that the Ministry of Education does not provide relevant instructional materials to the various schools to teach geometry concepts. Schools do not organise workshops and seminars for teachers on effectively teaching geometry concepts in mathematics.
Attitude and Achievement in Euclidean Geometry
The study investigates the relationship between the attitude of a sample of grade ten pupils working in a rural environment towards Euclidean geometry and their achievement in Euclidean geometry. A great concern amongst South African mathematics educationists is the poor performance of pupils in Euclidean geometry. Similarly, despite its importance, mathematics seems to be an unpopular subject among most of South African pupils. According to the South African education system, every pupil has to take mathematics up to grade nine thereafter one has an option of either continuing or discontinuing with mathematics. Furthermore, pupils electing to continue with mathematics are normally those who have shown some aptitude for mathematics. Four dimensions of attitude namely: enjoyment, motivation, perception of the importance of geometry and freedom from fear of geometry are looked at in the study. Whereas achievement refers to the ability by pupils to solve riders and construct proofs of ...
2018
The powerful development of geometric thinking among the students of the final grade of Middle School enables them to progress better through mathematical contents in the upcoming High School. In order to gain insight into possible levels of development of students’ geometric skills, we have examined the mathematics curricula of the final grades of Middle Schools in B&H, Croatia, Macedonia, Montenegro, Serbia and Turkey. Our intention was to gain insight into geometric contents planned in these teaching programs of the aforementioned socio-political communities. As a connecting thread of our observations, we offer the following conclusions regarding the previous research. All observed models have a significant common part that relates to the teaching and learning of geometric solids. In the case where this part of the curricula would be complemented by geometric transformations, it would then be possible to estimate that these curricula open the possibility of a full development of ...