scholarly journals Effects of VH-iSTEM Learning Strategy on Basic Secondary School Students' Degree of Acquisition of van Hiele Levels of Thinking in Sokoto State, Nigeria

2020 ◽  
Vol 8 (9) ◽  
pp. 4213-4223
Author(s):  
Muhammad Nasiru Hassan ◽  
Abdul Halim Abdullah ◽  
Norulhuda Ismail
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Learning Strategy ◽  
School Students ◽  
Van Hiele ◽  
Van Hiele Levels

scholarly journals VAN Hiele Level of Geometric Thinking among Secondary School Students

2020 ◽  
Vol 8 (6) ◽  
pp. 478-481
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Learning Strategy ◽  
Thinking Skills ◽  
School Students ◽  
Van Hiele ◽  
Van Hiele Levels ◽  
Geometric Thinking ◽  
Level 1

Geometric thinking plays an important role in geometric achievement. It is also important in other fields, such as architecture, engineering, film, science, graphics, and arts. However, in Indonesian education curriculum, teaching and learning geometry does not emphasise the geometric thinking skills. Several studies revealed that Indonesian students could not come out from the lowered zone of the International exam, such as Trends in International Mathematics and Science Study (TIMSS), which caused by van Hiele levels of geometric thinking. Therefore, the purpose of this study was to investigate the van Hiele levels of geometric thinking among secondary school students in Makassar, Indonesia. A total of 298 respondents randomly took part in this study. The van Hiele geometric thinking test was used to assess the student's level of geometric thinking. Data were in ordinal form analysed according to the weighted van Hiele geometric thinking test scores presented in the table. The findings showed that most of the students were at the lowest level of geometric thinking. Several 123 and 93 respondents were at Level 0 (Visualisation) and Level 1 (Analysis), respectively. Meanwhile, 70 respondents were lower Level 0 and only a few respondents were in the upper Level 1. The result might be used as a fundamental source to produce a learning strategy in elevating van Hiele levels of geometric thinking.

Van Hiele Levels and Achievement in Writing Geometry Proofs

1989 ◽  
Vol 20 (3) ◽  
pp. 309-321 ◽  
Author(s):  
Sharon L. Senk
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Writing Achievement ◽  
School Students ◽  
Van Hiele ◽  
Proof Writing ◽  
Van Hiele Levels ◽  
Standard Geometry ◽  
Van Hiele Model ◽  
Level Of Thinking

This study investigated relations between van Hiele levels, achievement in writing geometry proofs, and achievement in standard geometry content. Two hundred forty-one secondary school students who were enrolled in full-year geometry classes were tested in the fall for van Hiele level of thinking and entering knowledge of geometry, and in the spring for van Hiele level, standardized geometry achievement, and proof-writing achievement. Proof-writing achievement correlated significantly, .5 with fall van Hiele level, .6 with spring van Hiele level and with entering knowledge of geometry, and .7 with standardized geometry achievement in the spring. Proof-writing achievement also varied significantly with van Hiele level when either entering knowledge of geometry or geometry achievement in the spring was used as a covariate. The predictive validity of the van Hiele model was supported. However, the hypothesis that only students at Levels 4 or 5 can write proofs was not supported.

scholarly journals Effect of Brain-Based Learning Strategies on Secondary School Students’ Academic Achievement in Federal Capital Territory, Abuja, Nigeria

2020 ◽  
Vol 1 (3) ◽  
pp. 145-156
Author(s):  
Angela Orengwu Okatahi ◽  
Hosea Abalaka Apeh ◽  
Omolara Ayoka Iyiegbuniwe
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Learning Strategies ◽  
Secondary School Students ◽  
Learning Strategy ◽  
School Students ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Good Nutrition ◽  
Brain Based Learning

The study was on the effect Brain-Based Learning Strategies on the academic achievement of secondary school students in Abuja, Nigeria. The pretest post-test Quasi Experimental Research design was used with a sample of 142 Senior Secondary School Students drawn from two schools. Two intact classes were randomly selected from each school. Data for the study was sourced using the Economics Achievement Test (EAT). The hypothesis was tested at a significant level of 0.05 using ANCOVA. The findings revealed a significant difference in the academic achievement with mean difference of 15.82 in favor of the Experimental Group. The study concluded that Brain-based learning strategies have significant effect on students’ academic achievement as the result indicated that the effect of the treatment, (brain-based learning strategy) was significantly positive on students’ academic achievement in Economics. The study recommended that teachers should adopt the Brain-based learning strategies in teaching Economics by providing a relaxed environment with low threat, good nutrition, physical exercise, movement, drama, drinking of water before and during lessons.

scholarly journals Effect of Cooperative Learning Strategy (CLS) On Senior Secondary School Students’ Academic Performance in Mathematics in Anambra State, Nigeria

2021 ◽  
Vol 04 (10) ◽  
Author(s):  
Ezeanyi, Benson Chukwunonso ◽  
Keyword(s):  
Academic Performance ◽  
Cooperative Learning ◽  
Secondary School ◽  
Secondary School Students ◽  
Learning Strategy ◽  
School Students ◽  
Senior Secondary School ◽  
Anambra State ◽  
Research Questions ◽  
Senior Secondary

This study investigated the effect of cooperative learning strategy on senior secondary school students’ performance in Mathematics. The study adopted a quasi-experimental research design. The sample for the study consisted of one hundred and forty-four (144) Senior Secondary School two students, selected from Awka Education, Anambra State, Nigeria. The instrument for data collection was Mathematics Performance Test (MPT). The instrument was validated by three experts and had a reliability index of 0.89 obtained through the use of Pearson product moment correlation. Three research questions and three hypotheses were formulated to guide the study. The collected data were analyzed using mean and standard deviation to answer the research questions, while t-test statistics was used to test the null hypotheses at 0.05 alpha levels. The result of the study showed among others that senior secondary school students performed highly when taught Mathematics concepts using cooperative learning instructional strategy; both the male and female students benefitted equally from the cooperative learning strategy. Based on the findings of the study, it was recommended that Mathematics teachers should adopt cooperative learning strategy as an effective learning strategy in order to improve senior secondary school students’ academic performance. Also, school management boards should organize workshops, seminars and conferences to expose teachers and students constantly to the use of the strategy for maximum academic output.

scholarly journals Mastery Learning Strategy and Learning Retention: Effects on Senior Secondary School Students’ Achievement in Physical Geography in Ganye Educational Zone, Nigeria

2017 ◽  
Author(s):  
Jacob Filgona ◽  
Joel Filgona ◽  
Linus, K. Sababa
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Learning Strategy ◽  
Mastery Learning ◽  
Physical Geography ◽  
School Students ◽  
Senior Secondary School ◽  
Learning Retention ◽  
Senior Secondary

The need to alleviate the difficulties of abstraction and improve students’ achievement in Physical Geography informed this research. This study investigated the Effects of Mastery Learning Strategy and Learning Retention on Senior Secondary School Students’ Achievement in Physical Geography. The study adopted the quasi experimental non-equivalent pre-test, post-test control group design. The Multi-stage sampling technique at four levels was used to select four co-educational secondary schools in Ganye Educational Zone in Nigeria. The sample for the study was 218 Senior Secondary School two (SS II) students offering Geography from four intact classes in the four selected secondary schools. The instrument used for data collection was “Physical Geography Achievement and Retention Test” (PGART). The reliability of the instrument was established using Kendall tau b statistic. This gave a reliability index of 0.74. Data collected were analyzed using Mann-Whitney U and t-Test. The results showed that Mastery Learning Strategy has the potentials to improve students’ learning outcomes, retention and achievement in all spheres of cognitive domain in Physical Geography better than the Conventional Method. Hence the need to incorporate this teaching strategy during instruction so that learners would be guided to learn meaningfully and be assisted to retain content learnt in Geography.

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