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 (IJRISS) | Volume V, Issue II, February 2021 | ISSN 2454–6186

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

Yunus Hissan¹ and Forster D. Ntow^2
1Wa Senior High School, Wa Municipality, Upper West Region, Ghana
²Department 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.

Keywords: Concept-based instruction, Circle Theorem, Van Hiele’s levels, Geometric thinking

I. INTRODUCTION

A strong foundation in mathematics is a vital tool and an important ingredient, not only for research but also for optimum development and total economic growth and the social life of people. As captured in the Ghanaian Senior High Schools’ Core Mathematics syllabus “there simply cannot be any meaningful development in virtually any area of life without knowledge of science and mathematics” (Ministry of Education, 2010). Because of the utility value of mathematics, the government of Ghana has made mathematics a compulsory subject at the pre-tertiary levels of the educational system. However, the overall achievement of students in mathematics especially in the area of geometry is unsatisfactory (Anamuah-Mensah, Mereku & Asabere-Ameyaw, 2008). Evidence from the results of Ghanaian students’ participation in the Trends in International Mathematics and Science Study (TIMSS) 2011 report shows an abysmal achievement of Ghanaian students in mathematics most especially in the application of geometric concepts and expressions (Mullis, Martin, Foy & Aron, 2011).

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