Modeling Learners' Attitudinal Shifts in Transformation Geometry under Technology-Enhanced and Conventional Van Hiele Phased Instruction
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| Title: | Modeling Learners' Attitudinal Shifts in Transformation Geometry under Technology-Enhanced and Conventional Van Hiele Phased Instruction |
|---|---|
| Language: | English |
| Authors: | Issa Ndungo (ORCID |
| Source: | African Journal of Research in Mathematics, Science and Technology Education. 2025 29(2):279-296. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Geometry, Student Attitudes, Mathematics Instruction, Sequential Learning, Technology Uses in Education, Conventional Instruction, Thinking Skills, Foreign Countries, Secondary School Mathematics, Secondary School Students, Instructional Effectiveness |
| Geographic Terms: | Uganda |
| DOI: | 10.1080/18117295.2025.2529124 |
| Abstract: | This study compared shifts in learners' attitudes under two instructional strategies: technology-enhanced Van Hiele phased instruction (TVHPI) and conventional Van Hiele phased instruction (CVHPI). A quasi-experimental design was used with 245 learners in the CVHPI group and 238 learners in the TVHPI group. Owing to non-normal data distribution, non-parametric tests were applied. The Wilcoxon signed-rank test revealed significant improvements in attitudes from pre-test to post-test in both groups (p < 0.001), with CVHPI showing a strong effect (r[subscript beta] = 0.970) and TVHPI demonstrating an even larger shift (r[subscript beta] = 0.998). Further analysis using the Mann-Whitney U-test and a difference-in-differences model confirmed that TVHPI led to a greater positive change in attitudes than CVHPI. These findings extend the Van Hiele theory beyond its traditional focus on geometric reasoning by demonstrating its potential to influence learners' attitudes positively, an effect that is further amplified through integrating technology, such as GeoGebra, into phased instruction. Thereby supporting technology-enhanced, learner-centred approaches aligned with Uganda's Competency-Based Curriculum. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1480264 |
| Database: | ERIC |
| Abstract: | This study compared shifts in learners' attitudes under two instructional strategies: technology-enhanced Van Hiele phased instruction (TVHPI) and conventional Van Hiele phased instruction (CVHPI). A quasi-experimental design was used with 245 learners in the CVHPI group and 238 learners in the TVHPI group. Owing to non-normal data distribution, non-parametric tests were applied. The Wilcoxon signed-rank test revealed significant improvements in attitudes from pre-test to post-test in both groups (p < 0.001), with CVHPI showing a strong effect (r[subscript beta] = 0.970) and TVHPI demonstrating an even larger shift (r[subscript beta] = 0.998). Further analysis using the Mann-Whitney U-test and a difference-in-differences model confirmed that TVHPI led to a greater positive change in attitudes than CVHPI. These findings extend the Van Hiele theory beyond its traditional focus on geometric reasoning by demonstrating its potential to influence learners' attitudes positively, an effect that is further amplified through integrating technology, such as GeoGebra, into phased instruction. Thereby supporting technology-enhanced, learner-centred approaches aligned with Uganda's Competency-Based Curriculum. |
|---|---|
| DOI: | 10.1080/18117295.2025.2529124 |
