Effects Of Van Hiele’s Phase-Based Teaching Strategy And Gender On Pre-Service Mathematics Teachers’ Geometry Achievement And Attitude Towards Geometry In Niger State, Nigeria

The study investigated the effects of van Hiele’s phase-based teaching strategy and gender on pre-service mathematics teachers’ geometry achievement and attitude towards geometry in Niger State, Nigeria. Six research questions and corresponding hypotheses were formulated to guide the study. The rese...

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Main Author:	Usman, Hassan
Format:	Thesis
Language:	English
Published:	2019
Subjects:	L7-991 Education (General)
Online Access:	http://eprints.usm.my/48126/1/HASSAN%20USMAN%20cut.pdf
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id	my-usm-ep.48126
record_format	uketd_dc
spelling	my-usm-ep.481262021-01-19T00:53:13Z Effects Of Van Hiele’s Phase-Based Teaching Strategy And Gender On Pre-Service Mathematics Teachers’ Geometry Achievement And Attitude Towards Geometry In Niger State, Nigeria 2019-07 Usman, Hassan L7-991 Education (General) The study investigated the effects of van Hiele’s phase-based teaching strategy and gender on pre-service mathematics teachers’ geometry achievement and attitude towards geometry in Niger State, Nigeria. Six research questions and corresponding hypotheses were formulated to guide the study. The research design adopted for the study was 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 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), is a 30 – item test covering topics in Geometry was used to collect data for both pre and post achievement test, while Attitude Towards Geometry Questionnaire (ATGQ) was used for collecting data on attitude towards geometry. A reliability coefficient of 0.78 and 0.73 was respectively obtained for Geometry Achievement Test and Attitude Towards Geometry questionnaire. The data were analyzed using two-way analysis of variance (ANOVA) and Analysis of Covariance (ANCOVA). The hypotheses were tested at 0.05 level of significance. 2019-07 Thesis http://eprints.usm.my/48126/ http://eprints.usm.my/48126/1/HASSAN%20USMAN%20cut.pdf application/pdf en public phd doctoral Universiti Sains Malaysia Pusat Pengajian Ilmu Pendidikan
institution	Universiti Sains Malaysia
collection	USM Institutional Repository
language	English
topic	L7-991 Education (General)
spellingShingle	L7-991 Education (General) Usman, Hassan Effects Of Van Hiele’s Phase-Based Teaching Strategy And Gender On Pre-Service Mathematics Teachers’ Geometry Achievement And Attitude Towards Geometry In Niger State, Nigeria
description	The study investigated the effects of van Hiele’s phase-based teaching strategy and gender on pre-service mathematics teachers’ geometry achievement and attitude towards geometry in Niger State, Nigeria. Six research questions and corresponding hypotheses were formulated to guide the study. The research design adopted for the study was 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 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), is a 30 – item test covering topics in Geometry was used to collect data for both pre and post achievement test, while Attitude Towards Geometry Questionnaire (ATGQ) was used for collecting data on attitude towards geometry. A reliability coefficient of 0.78 and 0.73 was respectively obtained for Geometry Achievement Test and Attitude Towards Geometry questionnaire. The data were analyzed using two-way analysis of variance (ANOVA) and Analysis of Covariance (ANCOVA). The hypotheses were tested at 0.05 level of significance.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Usman, Hassan
author_facet	Usman, Hassan
author_sort	Usman, Hassan
title	Effects Of Van Hiele’s Phase-Based Teaching Strategy And Gender On Pre-Service Mathematics Teachers’ Geometry Achievement And Attitude Towards Geometry In Niger State, Nigeria
title_short	Effects Of Van Hiele’s Phase-Based Teaching Strategy And Gender On Pre-Service Mathematics Teachers’ Geometry Achievement And Attitude Towards Geometry In Niger State, Nigeria
title_full	Effects Of Van Hiele’s Phase-Based Teaching Strategy And Gender On Pre-Service Mathematics Teachers’ Geometry Achievement And Attitude Towards Geometry In Niger State, Nigeria
title_fullStr	Effects Of Van Hiele’s Phase-Based Teaching Strategy And Gender On Pre-Service Mathematics Teachers’ Geometry Achievement And Attitude Towards Geometry In Niger State, Nigeria
title_full_unstemmed	Effects Of Van Hiele’s Phase-Based Teaching Strategy And Gender On Pre-Service Mathematics Teachers’ Geometry Achievement And Attitude Towards Geometry In Niger State, Nigeria
title_sort	effects of van hiele’s phase-based teaching strategy and gender on pre-service mathematics teachers’ geometry achievement and attitude towards geometry in niger state, nigeria
granting_institution	Universiti Sains Malaysia
granting_department	Pusat Pengajian Ilmu Pendidikan
publishDate	2019
url	http://eprints.usm.my/48126/1/HASSAN%20USMAN%20cut.pdf
_version_	1747821884684107776

Effects Of Van Hiele’s Phase-Based Teaching Strategy And Gender On Pre-Service Mathematics Teachers’ Geometry Achievement And Attitude Towards Geometry In Niger State, Nigeria

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