Review
Hassan Usman, Wun Thiam Yew, Salmiza Saleh
International Journal of Professional Development, Learners and Learning, Volume 1, Issue 2, Article No: ep2009
ABSTRACT
This study investigated the effects of Van Hiele’s phase-based teaching strategy on retention of achievement among pre-service mathematics teachers in Niger State, Nigeria. It also examined the influence of gender and interaction effects of teaching method and gender on retention of achievement. The study adopts a two-by-two (2X2) pretest posttest quasi experimental factorial design. 149 pre-service mathematics teachers from two colleges of education in Niger State were purposively selected for the study. Geometry Achievement Test (GAT) was used for data collection. The reliability coefficient of 0.78 was obtained using Cronbach alpha. GAT was administered to pre-service mathematics teachers as pretest, posttest and retention test. The pre-service mathematics teachers’ retention test scores were analysed using Analysis of Covariance (ANCOVA). The results indicated that the pre-service mathematics teachers’ taught geometry using van Hiele’s phase-based teaching strategy retained significantly what was taught better in retention test than their counterparts taught geometry using conventional teaching strategy. However, there was no significant difference reported in the retention test performance scores based on gender and interaction effect. It was however suggested that since the treatment (van Hiele’s phase-based teaching strategy) were found to be effective in enhancing pre-service teachers’ retention of achievement, it should therefore be use by lecturers in teaching not only geometry but mathematics in general.
This study investigated the effects of Van Hiele’s phase-based teaching strategy on retention of achievement among pre-service mathematics teachers in Niger State, Nigeria. It also examined the influence of gender and interaction effects of teaching method and gender on retention of achievement. The study adopts a two-by-two (2X2) pretest posttest quasi experimental factorial design. 149 pre-service mathematics teachers from two colleges of education in Niger State were purposively selected for the study. Geometry Achievement Test (GAT) was used for data collection. The reliability coefficient of 0.78 was obtained using Cronbach alpha. GAT was administered to pre-service mathematics teachers as pretest, posttest and retention test. The pre-service mathematics teachers’ retention test scores were analysed using Analysis of Covariance (ANCOVA). The results indicated that the pre-service mathematics teachers’ taught geometry using van Hiele’s phase-based teaching strategy retained significantly what was taught better in retention test than their counterparts taught geometry using conventional teaching strategy. However, there was no significant difference reported in the retention test performance scores based on gender and interaction effect. It was however suggested that since the treatment (van Hiele’s phase-based teaching strategy) were found to be effective in enhancing pre-service teachers’ retention of achievement, it should therefore be use by lecturers in teaching not only geometry but mathematics in general.
Keywords: geometry, gender, pre-service mathematics teachers, retention, Van Hiele’s phase-based teaching strategy
Research Article
Hassan Usman, Wun Thiam Yew, Salmiza Saleh
International Journal of Professional Development, Learners and Learning, Volume 1, Issue 1, Article No: ep2006
ABSTRACT
The study investigated the effects of Van Hiele’s phase-based teaching strategy and gender on Pre-service mathematics teachers’ geometry achievement in Niger State, Nigeria. Based on the theoretical framework of the study, three research objectives with corresponding null hypotheses were formulated to guide the study. The study employed a two-by-two (2x2) quasi experimental factorial design. One hundred and forty-nine (149) pre-service mathematics teachers from two colleges of education situated in Niger state, Nigeria were used as research sample. The sample colleges were selected using a purposive sampling technique. The experimental group was exposed to Van Hiele’s phase-based teaching strategy while the control group was taught same topics with conventional teaching strategy. Geometry Achievement Test (GAT) covering topics in Geometry was used to collect data for both pre and post achievement test. A Cronbach alpha was computed to ascertain the internal consistency of the instrument (GAT) and reliability coefficient of 0.79 was obtained. The data was analyzed using Analysis of Covariance (ANCOVA) at 0.05 level of significance. The results of the study revealed that van Hiele’s phase-based teaching strategy is more effective than conventional teaching strategy in improving pre-service mathematics teachers’ achievement. It was therefore recommended that, since it has been established from the findings of this study that van Hiele phase-based teaching strategy is more effective than conventional teaching strategy in improving pre-service mathematics teachers’ geometry achievement, both prospective (pre-service teachers) and practicing teachers who seek to enhance their instructional practices and promote their learners’ geometric understanding to embrace the van Hiele phase-based teaching strategy in their classrooms.
Keywords: geometry achievement, gender, pre-service teachers, van Hiele’s phase-based teaching strategy