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Towards Improved Geometry Instruction: Learners' Experiences with Technology-Enhanced and Conventional Van Hiele Phased Instruction

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Title: Towards Improved Geometry Instruction: Learners' Experiences with 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)
Source: Electronic Journal for Research in Science & Mathematics Education. 2025 29(2):33-56.
Availability: International Consortium for Research in Science & Mathematics Education. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: ICRSME.Consultation@gmail.com; Web site: http://ejrsme.icrsme.com
Peer Reviewed: Y
Page Count: 24
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Geometry, Mathematics Instruction, Sequential Learning, Technology Uses in Education, Conventional Instruction, Student Experience, Secondary School Students, Secondary School Mathematics, Foreign Countries, Student Attitudes, Instructional Effectiveness, Barriers, Student Needs
Geographic Terms: Uganda
ISSN: 2692-241X
Abstract: This study investigated learners' experiences and understanding of transformation geometry using two instructional strategies: Conventional Van Hiele Phased Instruction (CVHPI) and TechnologyEnhanced Van Hiele Phased Instruction (TVHPI), incorporating GeoGebra as a digital tool. Through semi-structured interviews, qualitative data were collected from 48 Senior Three secondary school learners who participated. Thematic analysis revealed that TVHPI, supported by GeoGebra, enhanced visual learning and dynamic interaction with geometric concepts, though learners faced technical challenges and limited practice time. CVHPI, while providing structured and step-by-step instruction, particularly benefited lower achievers but was less effective in addressing complex misunderstandings. As a result of this study, a Geometry Pedagogical Improvement Cycle (GeoPIC) framework was developed to improve the teaching and learning of geometry through a continuous and systematic process. The GeoPIC framework emphasizes adopting instructional strategies, tailoring them to individual needs, aligning with learner expectations, and incorporating feedback through a cyclical reflection and adjustment process. This study highlights the potential of combining technology-enhanced tools with conventional instruction and presents GeoPIC as a model for refining pedagogical approaches in geometry education.
Abstractor: As Provided
Notes: https://docs.google.com/spreadsheets/d/1aIfYwD3LX1SBOGRpqPq-22-f-On0BuGD/edit?gid=1200165066#gid=1200165066
Entry Date: 2025
Accession Number: EJ1480291
Database: ERIC
FullText Text:
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  Data: Towards Improved Geometry Instruction: Learners' Experiences with Technology-Enhanced and Conventional Van Hiele Phased Instruction
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  Data: <searchLink fieldCode="AR" term="%22Issa+Ndungo%22">Issa Ndungo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0492-764X">0000-0003-0492-764X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sudi+Balimuttajjo%22">Sudi Balimuttajjo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8044-6162">0000-0002-8044-6162</externalLink>)<br /><searchLink fieldCode="AR" term="%22Edwin+Akugizibwe%22">Edwin Akugizibwe</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9808-7110">0000-0002-9808-7110</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Electronic+Journal+for+Research+in+Science+%26+Mathematics+Education%22"><i>Electronic Journal for Research in Science & Mathematics Education</i></searchLink>. 2025 29(2):33-56.
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  Data: International Consortium for Research in Science & Mathematics Education. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: ICRSME.Consultation@gmail.com; Web site: http://ejrsme.icrsme.com
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  Data: 24
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  Data: <searchLink fieldCode="DE" term="%22Geometry%22">Geometry</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Sequential+Learning%22">Sequential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Conventional+Instruction%22">Conventional Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Mathematics%22">Secondary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Uganda%22">Uganda</searchLink>
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  Data: 2692-241X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study investigated learners' experiences and understanding of transformation geometry using two instructional strategies: Conventional Van Hiele Phased Instruction (CVHPI) and TechnologyEnhanced Van Hiele Phased Instruction (TVHPI), incorporating GeoGebra as a digital tool. Through semi-structured interviews, qualitative data were collected from 48 Senior Three secondary school learners who participated. Thematic analysis revealed that TVHPI, supported by GeoGebra, enhanced visual learning and dynamic interaction with geometric concepts, though learners faced technical challenges and limited practice time. CVHPI, while providing structured and step-by-step instruction, particularly benefited lower achievers but was less effective in addressing complex misunderstandings. As a result of this study, a Geometry Pedagogical Improvement Cycle (GeoPIC) framework was developed to improve the teaching and learning of geometry through a continuous and systematic process. The GeoPIC framework emphasizes adopting instructional strategies, tailoring them to individual needs, aligning with learner expectations, and incorporating feedback through a cyclical reflection and adjustment process. This study highlights the potential of combining technology-enhanced tools with conventional instruction and presents GeoPIC as a model for refining pedagogical approaches in geometry education.
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  Data: As Provided
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  Data: https://docs.google.com/spreadsheets/d/1aIfYwD3LX1SBOGRpqPq-22-f-On0BuGD/edit?gid=1200165066#gid=1200165066
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  Data: 2025
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  Data: EJ1480291
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 33
    Subjects:
      – SubjectFull: Geometry
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Sequential Learning
        Type: general
      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Conventional Instruction
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      – SubjectFull: Student Experience
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Secondary School Mathematics
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Uganda
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      – TitleFull: Towards Improved Geometry Instruction: Learners' Experiences with Technology-Enhanced and Conventional Van Hiele Phased Instruction
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