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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
http://eprints.usm.my/48126/
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spelling my.usm.eprints.48126 http://eprints.usm.my/48126/ 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 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 NonPeerReviewed application/pdf en http://eprints.usm.my/48126/1/HASSAN%20USMAN%20cut.pdf Usman, Hassan (2019) 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. PhD thesis, Universiti Sains Malaysia.
institution Universiti Sains Malaysia
building Hamzah Sendut Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Sains Malaysia
content_source USM Institutional Repository
url_provider http://eprints.usm.my/
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
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
publishDate 2019
url http://eprints.usm.my/48126/1/HASSAN%20USMAN%20cut.pdf
http://eprints.usm.my/48126/
_version_ 1690371952867278848
score 13.223943

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