Investigating Perceived Difficult Concepts in Geometry by Pre-Service Teachers of E. P. College of Education, Bimbilla, Ghana

Abstract

The purpose of this study was to investigate geometry concepts perceived as difficult and likely causes of the difficulties among pre-service teachers of E.P. College of Education, Bimbilla. The population was first year pre-service teachers offering the new Bachelor of Education (B. Ed) programme. A sample size of 103 comprising of 50 males and 53 females were selected through random and convenience sampling techniques. Questionnaire on perceived difficult topics and perceived causes of difficult geometry topics were responded by pre-service teachers. Aside descriptive statistics, an independent sample t-test was employed to find the differences in gender of the perceived difficulty topics in geometry. The results indicate that majority of the pre-service teachers perceived geometry topics to be difficult. The main causes of concept difficulty in geometry according to ranks were non-completion of geometry course outline and study habits after classroom teaching. There was no significant difference between male and female pre-service teachers' perception of difficult concepts in geometry. This study recommends that weekly professional development sessions by the colleges of education in Ghana should devote significant number of sessions to tackle some of the perceived difficult geometry concepts that impede pre-service teachers' learning of geometry.