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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 0000-0003-0492-764X), Sudi Balimuttajjo (ORCID 0000-0002-8044-6162), Edwin Akugizibwe (ORCID 0000-0002-9808-7110), Charles Magoba Muwonge (ORCID 0000-0002-5736-3588)
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
FullText Text:
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  Data: 10.1080/18117295.2025.2529124
– Name: Abstract
  Label: Abstract
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  Data: This study compared shifts in learners&#39; 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 &lt; 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&#39; 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&#39;s Competency-Based Curriculum.
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  Data: 2025
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RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/18117295.2025.2529124
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 279
    Subjects:
      – SubjectFull: Geometry
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Sequential Learning
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Conventional Instruction
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Secondary School Mathematics
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Uganda
        Type: general
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      – TitleFull: Modeling Learners' Attitudinal Shifts in Transformation Geometry under Technology-Enhanced and Conventional Van Hiele Phased Instruction
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            NameFull: Issa Ndungo
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            NameFull: Sudi Balimuttajjo
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            NameFull: Charles Magoba Muwonge
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