Mathematics and Science Educational Department

The Effect of Van Hiele Group Guided-Discovery Instructional Approach on Tenth-Grade Students’ Plane Geometry Learning

2026-06-05T07:57:56Z

The Effect of Van Hiele Group Guided-Discovery Instructional Approach on Tenth-Grade Students’ Plane Geometry Learning Anbess, Alemayehu Geometry is a branch of mathematics that helps in developing critical thinking, deductive reasoning, and problem solving through a comprehensive understanding of mathematical concepts. In contrast to this importance, secondary school students faced significant challenges in understanding plane geometry concepts. As a result, their lack of knowledge made it more difficult for them to understand basic ideas and to find solutions to everyday problems. Thus, the study examined the impact of the Van Hiele group-guided discovery instructional approach on tenth-grade students' motivation, engagement, conceptual understanding, and problem-solving abilities using a quasi-experimental, non-equivalent control group design. Further, the study answered whether the groups made statistically significant differences between them before and after the intervention in each dependent variable. In addition, the study shows the contribution of student motivation, engagement, and conceptual understanding on problem-solving abilities. Three carefully selected secondary schools in Hawassa, Ethiopia, took part in the main study focused on tenth-grade students. The control group was assigned to the school that was slightly farther away from the other two, while Experimental Group I and Experimental Group II were randomly assigned to the other two schools. To gather data, the study employed focus group discussion with selected tenth grade students, interviews with the mathematics teachers of those students, observation of the researcher, and pre-post-tests. ANOVA, Paired sample t-test, ANCOVA, and thematic analysis were used to analyze the data. Its success above the conventional way was demonstrated by the study, which found that the van Hiele group-guided discovery instructional approach greatly improved students' learning. The study concluded that the Van Hiele group guided-discovery instructional approach improves students' understanding of plane geometry and suggested that secondary school mathematics teachers use this integrated approach when teaching plane geometry. The study recommended that researchers test the effect of this teaching strategy's effectiveness at the primary school, higher education institutions, and in other subjects.

Enhancing Secondary School Students’ Conceptual Understanding and Problem-Solving Performance in Electricity Using Multiple Representations-Based Instruction Integrated with Formative Assessment Practice

2026-06-05T07:37:07Z

Enhancing Secondary School Students’ Conceptual Understanding and Problem-Solving Performance in Electricity Using Multiple Representations-Based Instruction Integrated with Formative Assessment Practice Tesfaye, Dawit Improving students’ conceptual understanding and problem-solving performance in electricity is a central goal of secondary school physics education, as it enables them to apply theories and knowledge of electrical phenomena to various real-life situations. Success in grasping these abstract concepts and solving electricity-related problems strongly depend on students' ability to use multiple representations effectively. However, many secondary school students find it challenging to explain a concept in different ways, as it is a novel approach for them. The process of translation between representations and making the appropriate math-physics connections falls within students’ zone of proximal development, where they require guidance and support. This study examined the impact of using multiple representations-based instruction combined with formative assessment practice on secondary school students’ conceptual understanding and problem-solving performance in electricity at Dagmawi Tewodros Secondary School in Debre Tabor, Ethiopia. To achieve this goal, an explanatory sequential mixed approach employing a pre-test, post-test, control group quasi-experimental research design was utilized. The study was conducted with 101 Grade 11 students enrolled in two randomly selected intact classes. Students' conceptual understanding of electricity was assessed using an adapted Conceptual Test of Electricity (CTE), while problem-solving skills were evaluated with four electricity problems scored using an adapted Problem-Solving Performance Rubric (PSPR) that emphasizes best practices in problem-solving. Data analysis included independent t- test, pairwise t-tests and Multiple Analysis of Covariance (MANCOVA). Qualitative data, gathered through think-aloud interviews and semi-structured interview were analyzed thematically to understand students' reasoning in their problem-solving approaches and explore the impact of the intervention on students' conceptual understanding and problem-solving approaches. The findings of the study revealed that instruction utilizing multiple representations coupled with formative assessment practices, was significantly more effective in enhancing students' conceptual understanding and problem-solving performance in electricity compared to conventional lecture-based instruction. Thematic analysis of think-aloud interviews showed low achievers often relied on formula-based, trial-and-error approaches with limited conceptual understanding and poor representational skills, while high achievers displayed systematic reasoning, strong vii visual representation use, and self-monitoring. Semi-structured interviews further indicated that, the reformed instructional approach helped students visualize abstract concepts, foster connections between different ideas, activate prior knowledge, and receive valuable feedback and support. Thus, by offering various ways to understand concepts and guiding learning through formative assessment, educators can significantly enhance students' conceptual understanding and problem-solving, particularly in complex topics like electricity.

Effects of Contextual Teaching Strategy and Learning Cycle on Secondary School Students‘ Biology Outcomes

2025-07-21T08:40:06Z

Effects of Contextual Teaching Strategy and Learning Cycle on Secondary School Students‘ Biology Outcomes Melesse, Daniel Enhancing students‘ interest in biology and academic success necessitates the adoption of effective teaching methods. This research investigated the effect of a context-based instructional approach with the five stages of the learning cycle (engage, explore, explain, elaborate, evaluate) on biology learning among secondary school students in Dessie City Administration, North-Central Ethiopia. Using a quasi-experimental design with pre- and posttests, the study employed an embedded mixed-methods research approach. Two sample schools were selected and a class from each of the schools was randomly allocated to the experimental group or the comparison group. The experimental group studied environmental contents through context-based instructional approach with the five stages of the learning cycle, while the comparison group received instruction using conventional instructional approach for five weeks. Assessment tools included achievement tests, science process skills evaluations, and motivation surveys, administered as pretest s and posttests. Qualitative data were gathered through classroom observations and student interviews. Quantitative analyses employed independent and paired samples t-tests, as well as ANCOVA, while qualitative data were analyzed thematically. The study found that the context-based instructional approach was significantly improved academic achievement, basic and integrated science process skills, and motivation compared to conventional methods (F-values range from 47.86 to 314.13, all p < 0.001). Interestingly, no significant gender differences in posttest scores or motivation levels were identified within the experimental group. Overall, the context- based approach with the five stages of the learning cycle was more effective than conventional instructional approach in terms of improving the learning achievement and motivation of students in biology education. Furthermore, its impact was gender-neutral. Based on these findings, the use of this approach by biology teachers and curriculum developers is recommended to achieve improved student learning outcomes and motivation in biology. Additional studies must investigate the effectiveness of context- based methods at other grade levels and in varying contexts

Effect Of Multimedia And Dynamic Classroom Integrated Instructions On Students’ Academic Performance In Biology: The Case Of Secondary Schools In Bahir Dar City

2024-12-06T08:06:04Z

Effect Of Multimedia And Dynamic Classroom Integrated Instructions On Students’ Academic Performance In Biology: The Case Of Secondary Schools In Bahir Dar City Mersha, Minwuyelet Kassa Diversity-related challenges in the classroom and the abstract nature of some of the biological concepts present significant challenges to achieving educational objectives. This study investigated the effect of multimedia and dynamic classroom integrated instruction (DCII) on secondary school students‘ academic performance in respiration and photosynthesis in Bahir Dar City, Ethiopia. A non-equivalent, quasi-experimental design with a concurrent embedded mixed-methods research approach was employed. Data were collected using self-constructed Biology Achievement Tests (BAT), a standard learning style indicator (visual, auditory, and kinesthetic (VAK)), a Biology Multimedia Attitude Test (BMA), a checklist for classroom observation, and focus group discussions (FGD). Before the intervention, a pretest was conducted to assess whether the experimental and comparison groups were comparable. The results revealed no significant differences in BAT (t (92) =-.248, p = 0.804) and BMA (t (92) =1.037, p = 0.302) between the experimental and the comparison groups before the intervention. Then, after eight weeks of intervention, the results revealed a statistically significant difference in posttest mean scores between the experimental and comparison groups (t (92) = 5.39, p = 0.000), and between the pretest and posttests (t (47) = -17.461, p = 0.000) in the trial group. It indicated that the experimental groups who were taught using multimedia and DCII had higher mean biology achievement scores than the comparison group that was taught using conventional teaching strategies. The two-way ANOVA results indicated that instructional strategy, achiever level, and the interaction effect of these two significantly affected achievements (P<0.05). The achievement level of low, medium, and high achievers was aligned with their background educational status. However, in the posttest, the lower achiever learners increased by 160.5% mean gain score, which is higher than the medium (144.55%) and higher (112.88%) achiever levels, indicating that lower achiever learners benefited more from multimedia and DCII in terms of percentage mean gain scores. From the trial participants, the visual learning style was found to be the most preferred, and the Repeated Measure Analysis of Variance showed no significant difference in mean scores between the VAK learning style groups (F (2,45) = 1.66, p= 0.201), regardless of time, and did not interact with each other (F (1,45) = .463, P = 0.652). The perception of learning respiration and photosynthesis through multimedia and DCII improved in the trial group after the treatment. The results also revealed a statistically significant difference in concept retention between the groups taught using multimedia and