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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
Language: English
Authors: Abebaw Yeshanew (ORCID 0009-0004-0157-1849), Tesfu Belachew (ORCID 0009-0009-2168-6017), Habtamu Gezahegn (ORCID 0000-0002-6379-0316), Tadele Tesfa (ORCID 0000-0002-4010-3448)
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
FullText Text:
  Availability: 0
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  Data: 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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  Data: <searchLink fieldCode="AR" term="%22Abebaw+Yeshanew%22">Abebaw Yeshanew</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-0157-1849">0009-0004-0157-1849</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tesfu+Belachew%22">Tesfu Belachew</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-2168-6017">0009-0009-2168-6017</externalLink>)<br /><searchLink fieldCode="AR" term="%22Habtamu+Gezahegn%22">Habtamu Gezahegn</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6379-0316">0000-0002-6379-0316</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tadele+Tesfa%22">Tadele Tesfa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4010-3448">0000-0002-4010-3448</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+STEM+Education%22"><i>European Journal of STEM Education</i></searchLink>. 2026 11(1).
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  Data: 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
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  Data: 22
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  Data: <searchLink fieldCode="EL" term="%22Grade+10%22">Grade 10</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Geometry%22">Geometry</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+10%22">Grade 10</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</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="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Urban+Differences%22">Rural Urban Differences</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Ethiopia%22">Ethiopia</searchLink>
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  Data: 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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  Data: As Provided
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  Data: 2026
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  Data: EJ1504661
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
    Subjects:
      – SubjectFull: Inquiry
        Type: general
      – SubjectFull: Active Learning
        Type: general
      – SubjectFull: Geometry
        Type: general
      – SubjectFull: Mathematics Instruction
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      – SubjectFull: Grade 10
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      – SubjectFull: Secondary School Mathematics
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Gender Differences
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      – SubjectFull: Rural Urban Differences
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      – SubjectFull: Ethiopia
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      – TitleFull: 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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