Effects of Van Hiele’s Phase-based Teaching Strategy and Gender on Pre-service Mathematics Teachers’ Geometry Achievement in Niger State, Nigeria

Abstract

The study investigated the effects of Van Hiele’s phase-based teaching strategy and gender on Pre-service mathematics teachers’ geometry achievement in Niger State, Nigeria. Based on the theoretical framework of the study, three research objectives with corresponding null hypotheses were formulated to guide the study. The study employed 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, Nigeria 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) covering topics in Geometry was used to collect data for both pre and post achievement test. A Cronbach alpha was computed to ascertain the internal consistency of the instrument (GAT) and reliability coefficient of 0.79 was obtained. The data was analyzed using Analysis of Covariance (ANCOVA) at 0.05 level of significance. The results of the study revealed that van Hiele’s phase-based teaching strategy is more effective than conventional teaching strategy in improving pre-service mathematics teachers’ achievement. It was therefore recommended that, since it has been established from the findings of this study that van Hiele phase-based teaching strategy is more effective than conventional teaching strategy in improving pre-service mathematics teachers’ geometry achievement, both prospective (pre-service teachers) and practicing teachers who seek to enhance their instructional practices and promote their learners’ geometric understanding to embrace the van Hiele phase-based teaching strategy in their classrooms.