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An Investigation into the Effect of Concept-Based Instruction on Senior High School Students’ Geometric Thinking and Achievement in Circle Theorem

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  • Yunus Hissan

    (Wa Senior High School, Wa Municipality, Upper West Region, Ghana)

  • Forster D. Ntow

    (Department of Basic Education, University of Cape Coast, Ghana)

Abstract

This study was grounded on Van Hiele’s geometric levels of thinking as a conceptual framework to assess and analyse senior high school students’ geometric understanding. A non-equivalent quasi experimental design was used to compare the geometrical achievements of students taught with concept-based method and those instructed with traditional method. The study employed purposive sampling technique to select two schools; experimental group (41) and control group (37). Quantitative analysis was carried out using a two-way mixed factorial analysis of variance(ANOVA). The findings of the study revealed a significant difference in the mathematics achievement of learners taught circle theorem with concept-based instruction as compared to those taught with traditional method. The study reveals that students achieved higher geometric thinking when taught with concept-based instruction.

Suggested Citation

  • Yunus Hissan & Forster D. Ntow, 2021. "An Investigation into the Effect of Concept-Based Instruction on Senior High School Students’ Geometric Thinking and Achievement in Circle Theorem," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 5(2), pages 52-60, February.
    • Handle: RePEc:bcp:journl:v:5:y:2021:i:2:p:52-60
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