Guided Inquiry-Based Instruction Assisted by Variation Theory as a Strategy to Enhance Students' Achievement and Goal Orientations in Solid Geometry
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| Title: | Guided Inquiry-Based Instruction Assisted by Variation Theory as a Strategy to Enhance Students' Achievement and Goal Orientations in Solid Geometry |
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| Language: | English |
| Authors: | Abebaw Yeshanew (ORCID |
| Source: | European Journal of STEM Education. 2026 11(1). |
| Availability: | Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands. Tel: 31-70-2190600; e-mail: info@lectitojournals.com; Web site: http://www.lectitopublishing.nl |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Grade 10 High Schools Secondary Education |
| Descriptors: | Inquiry, Active Learning, Geometry, Mathematics Instruction, Grade 10, Instructional Effectiveness, Mathematics Achievement, Goal Orientation, Secondary School Students, Secondary School Mathematics, Foreign Countries, Gender Differences, Rural Urban Differences |
| Geographic Terms: | Ethiopia |
| ISSN: | 2468-1954 2468-4368 |
| Abstract: | This quasi-experimental study investigated the effects of Guided Inquiry-Based Instruction (GIBI) assisted by Variation Theory (GIBI-VT) on the achievement and goal orientations of grade ten students in solid geometry. Participants (N=102) from Debre Tabor City, Ethiopia, were randomly assigned to: Experimental Group 1 (EG1, n = 31) receiving GIBI-VT, Experimental Group 2 (EG2, n = 39) receiving GIBI alone, and a Control Group (CG, n = 32) receiving the traditional teaching method (TTM). Quantitative data were collected using a validated mathematics achievement test and goal orientation questionnaire. The ANCOVA revealed statistically significant differences in mathematics achievement post-test scores. Additionally, the pairwise comparisons showed that both EG1 and EG2 significantly outperformed the CG. Moreover, MANOVA indicated EG1 scored significantly higher on mastery goals orientation than EG2 and CG. Finally, the regression analysis model revealed that student's gender, Performance-Approach Post-Test Scores (PApPostTS), GIBI-VT vs. TTM, and GIBI alone vs. TTM significantly explained 47.0% of the variance in their Mathematics Achievement Post-Test Scores (MAPostTS). The GIBI-VT is an effective strategy for enhancing students' achievement and mastery goals orientation in solid geometry. The study recommends incorporating GIBI-VT into teacher training and curricula to address persistent challenges in geometry learning in Ethiopia and similar contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504661 |
| Database: | ERIC |
| Abstract: | This quasi-experimental study investigated the effects of Guided Inquiry-Based Instruction (GIBI) assisted by Variation Theory (GIBI-VT) on the achievement and goal orientations of grade ten students in solid geometry. Participants (N=102) from Debre Tabor City, Ethiopia, were randomly assigned to: Experimental Group 1 (EG1, n = 31) receiving GIBI-VT, Experimental Group 2 (EG2, n = 39) receiving GIBI alone, and a Control Group (CG, n = 32) receiving the traditional teaching method (TTM). Quantitative data were collected using a validated mathematics achievement test and goal orientation questionnaire. The ANCOVA revealed statistically significant differences in mathematics achievement post-test scores. Additionally, the pairwise comparisons showed that both EG1 and EG2 significantly outperformed the CG. Moreover, MANOVA indicated EG1 scored significantly higher on mastery goals orientation than EG2 and CG. Finally, the regression analysis model revealed that student's gender, Performance-Approach Post-Test Scores (PApPostTS), GIBI-VT vs. TTM, and GIBI alone vs. TTM significantly explained 47.0% of the variance in their Mathematics Achievement Post-Test Scores (MAPostTS). The GIBI-VT is an effective strategy for enhancing students' achievement and mastery goals orientation in solid geometry. The study recommends incorporating GIBI-VT into teacher training and curricula to address persistent challenges in geometry learning in Ethiopia and similar contexts. |
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| ISSN: | 2468-1954 2468-4368 |
