Abstract:
This study investigated the effect of van Hiele Phase-based Instruction (VHPI)
on Ghanaian Pre-service Teachers’ (PTs’) geometric thinking in terms of the van
Hiele Levels. A pre-test post-test quasi-experimental design was employed.
There were 75 PTs each in the experimental group and the control group. Van
Hiele Geometry Test (VHGT) was administered to all PTs as both pre-test and
post-test. PTs in the experimental group were taught two-dimensional geometry
using VHPI while the control group was instructed by conventional instruction.
Chi-square results showed that the PTs in both groups had increment in their
post-VHGT as compared to the pre-VHGT. However, the PTs in the
experimental group achieved better levels of geometric thinking as compared to
those in the control group (χ2 = 58.949, p<0.05). Again, results from paired
samples t-test indicated a significant difference in mean scores between control
and experimental groups favouring PTs in the experimental group (t=30.776,
p<0.05). The significant improvement in the performance of the experimental
group having more PTs at level 3 and 4 than at level 0, 1 and 2 suggest that the
VHPI served a useful pedagogical approach, impacted positively on PTs
geometric thinking levels and has the potential of improving teaching and
learning of geometry in schools than the conventional approach. Van Hiele Phase-based
instruction
Van Hiele levels
Geometric thinking
Pre-service teachers
Ghana
