Effect of Van Hiele's learning process on geometry performance among junior secondary school students in Kaduna State, Nigeria

Abstract

The study investigates the Effect of Van Hieles' Process of Learning on Performance in Geometry among Junior Secondary School Students in Kaduna State, Nigeria. The study adopted a quasi-experimental research design using the pre-test, post-test and control group design. The population of the study comprised all the junior secondary schools in Kaduna State. A simple Random Sampling Technique was used to select six (6) schools from the three senatorial zones in the state (Kaduna North Senatorial Zone, Kaduna Central Senatorial Zone and Kaduna South Senatorial Zone). The sample of the study consisted of 257 JS II students (168 males and 88 females) from six (6) schools in the state. The instrument used for data collection was the Geometry Assessment Test (GAT) which had a reliability coefficient of 0.75 using Pearson Product Moment Correlation (PPMC). Two research questions and two null hypotheses were formulated and tested for the study. The research questions were answered using mean and standard deviation while the null hypotheses were tested at 0.05 level of significance using Independent Sample t-test statistics. The results of the study revealed that students taught geometry using Van Hieles’ process of learning performed significantly better in geometry than those taught the same concepts using the lecture method. Based on the findings of this study, it was recommended that teachers should employ Van Hieles’ process of learning in teaching geometry and other aspects of Mathematics at all levels of both junior and senior secondary school.