Browsing by Subject "Teaching geometry"
Now showing 1 - 5 of 5
Results Per Page
Sort Options
Item Effectiveness of ICT in Teaching Geometry(Department of Mathematics Education, 2018) Moktan, Khirendra RajThis is the study entitled "Effectiveness of ICT in Teaching Geometry"has been carried out to find the effect of student's perception about ICT. Researcher selected concessive sampling and selected two schools of Kathmandu district. This research has conducted by using quantitative method focused for experimental research design. The use of ICT in pedagogical process is growing liability of gadgets. As a result, educations see the urgent need for integrating technology in student's mathematical activities. The sample of the study was 48, grade nine students (36 students in experimental and 12 students in control group) from two public secondary schools of Kathmandu district. After three weeks of regular experiment, researcher collected data from achievement test and a set of questionnaires based on five point Likert scale. For accomplishing this purpose pretest, posttest and non equivalent experimental method was used. The quantitative analysis was carried out by using independent samples t-test, the measure of effect Cohen’s d and the result was calculated by using IBM SPSS 21.0 version. The results indicated that ICT based teaching hada significant effect on student’s achievement in geometry compare to traditional teaching method. Result of this research showed that the students in the experimental groups performed better when using ICT than the control group with traditional teaching method. Finding of this study showed a significant difference existed in the mean scores between these two groups. The result indicated that students in the experimental group out performed those in the control group. Furthermore, effective use of ICT makes basic concept easier, enjoyable and interesting. Result show student has positive attitude about ICT. Analysis of the questionnaire responses indicated positive overall perception about ICT in learning geometry. Finally it is concluded that ICT is the effective tool in teaching geometry in our context.Item Effectiveness of Manipulative Materials in Teaching Mathematics at Secondary Level(Department of Mathematics Education, 2018) Luitel, Mani PrasadThe purpose of this study was to compare the effectiveness of manipulative materials on students’ achievement in parallelogram and circle of geometry at grade IX. A pre-test and post-test of quasi-experimental research design was used to compare the achievement of two groups experimental and control. The researcher chose 36 students of grade IX of Shree Bhanu Bhakta Aacharya Secondary School, Galyang-3, as an experimental group and 39 students of Shree Janasewa Secondary School, Waling-14 as a control group. After completion of the targeted chapters, researcher collected the data from mathematics achievement test and a set of questionnaire related to five point Likert scale. The mathematics achievement test were used for the first objective asto compare the effectiveness of the manipulative materials in parallelogram and circle, similarly; questionnaire and observation were used for second objective as to analyse the students view towards the felling of using manipulative materials in learning parallelogram and circle. The results indicated that there was a significant difference between the average achievement score of experimental and control groups on post-test. This finding illustrated that the students in the experimental group performed better when using manipulative materials than the control group without using manipulative materials. Additionally, a set of questionnaire based on Likert scale was used for the finding of students view; and change was recorded under observation. Then, the result had shown positive view about manipulative materials in learning parallelogram and circle of geometry.Item Effectiveness of problem solving method in teaching geometry(Department of Mathematics Education, 2021) Pathak, GaneshThis is an experimental research related to find the Effectiveness of Problem Solving Method on Students' Achievement in Teaching Geometry at Grade IX. The objectives of this study were to find out the effectiveness of problem solving method on student's achievement in teaching geometry at grade IX and to explore the students' perception and practice towards the problem solving approach in learning geometry at grade IX. A pre-test and post-test of quasi-experimental research design was used to compare the achievement scores of experimental group and control group. The experimental group was taught by using problem solving method whereas the control group was taught by traditional method. There were 30 and 32 students in experimental and control group respectively from same locality. To measure the effectiveness of problem solving method in teaching mathematics, the researcher developed and administered both pre-test and post-test. The test scores were collected and descriptively analyzed by using different mathematical tools such as mean, standard deviation, coefficient of variation, t-test. The duration of instruction was about three weeks. After the completion of experiment, researcher collected the data from mathematics achievement test and an opininonnaire. The achievement test was used to compare the achievement of the students taught by using problem solving method and traditional method and opinionnaire was used for the experimental group to explore the students' view towards the problem solving method. The results indicated that there was a significant difference between the average achievement score of experimental and control groups on post-test. This finding illustrated that the students in the experimental group performed better when using problem solving method than the students of control group who were taught by traditional teaching method.Item Effectiveness of van hiele approach in teaching geometry(Department of mathematics Education, 2017) Joshi, Dharma RajThis is an experimental research related to find the effectiveness of Van Hiele approach in teaching geometry at lower secondary level. The objectives of this study were 'to compare the Van Hiele approach and traditional approach of teaching geometry at grade seven students' and 'to find the attitude of the Van Hiele approach of teaching geometry at grade seven students'. Class seven students were taken from comparable government school with respect to academic performance and class size as experimental and control groups.The pre-test, post-test and non equivalent group design was adopted for this study.For this, a pre-test was administered to each class at the beginning of the study and the results indicated that the groups had same at 0.01 levels of significances and in significant was identified in the achievement of two groups. Both experimental and control groups were taught by researcher himself one with Van Hiele approach and another with traditional method respectively. After completing the at least one monthduration of experiment, achievement test (post-test) was administered on the bothgroups. In order to fulfil these objectives the researcher selected 54 students of gradeseven from Janata Higher Secondary School Vidyapur-4 Surkhet. The different inmean achievement scores are tested by using mean, variance, standard deviation, C Vand t-test to compare the achievement of students. It was found that the mean achievement of students taught by using Van Hiele approach becomes higher than the mean achievement scores of the students taught by traditional method of teaching. It is also shown that the students taught by using Van Hiele approach were more active, regular, participation positive perception in all the activities than that of the students taught by using traditional method. Thus there searcher concluded that Van Hiele approach in teaching geometry is more effective and applicable then the traditional approach in teaching geometry in lower secondary level students'.Item Problem Faced on Teaching-Learning Process in Geometry(Department of Mathematics Education, Sukuna Multiple Campus,Indrapur,Morang, 2015) Bhurtel, Bhoj RajThe topic of this study was "Problem Faced on Teaching-learning Process in Geometry". The main objective of this study was to find out the problems faced on teaching-learning process in geometry at lower secondary level. The specific objectives of this study were; to identify the problems related to teaching geometry due to students’ poor geometrical concepts, to identify the problems faced by students due to their various characteristics background, to compare the problems of students by gender, to identify the problems related to languages, to identify the problems faced by teachers related to professional development, to identify the problems related to teaching aids, techniques, materials and methods, to identify the problems related to school’s administration, to compare the problems faced by trained teachers and untrained teachers and to suggest some measures for the solutions of problems. The research was survey in design. All the students and mathematics teachers of lower secondary level at Bhojpur district of the academic year 2071 were taken as the population of the study. 40 students, 4 mathematics teachers and 4 head-teachers were selected from 4 schools as sample for the study. The sampling was done by personal convenience. The researcher had adopted purposive sampling for the collection of sample for this study. The researcher had used Questionnaires, Interview Guideline and Students’ Attendance Register to gather information for the research as tools. There were various problems on teaching-learning process in geometry due to poor geometrical background of students at lower (primary) level. There was also a problem to students on learning geometry due to inability of students to read well and to understand clearly about the new geometrical terms, concepts, facts, relations and vocabulary. Also, as the students didn’t have any basic and pre-requisite knowledge in geometry, the teachers had felt geometry teaching as a great problem. There were also problems on teaching-learning process in geometry related to languages such as understanding geometrical terms translated in English or Nepali language for different ethnic groups and problems on implementing constitutional provisions about native languages managed by Government of Nepal due to inadequacy of manpower in appropriate places. Compulsion to take more classes because of low number of mathematics teachers was a major problem for most of the mathematics teachers. Lack of facilities and award for the good performance and lack of refreshment training to teach difficult and rigor topic and unavailability of mathematical journals, dissertation, reference books and new books were the more relevant problems for teaching geometry. The implications or recommendations of this research had to improve the teaching-learning situation of geometry suggested for different levels. The curriculum development and instruction must consider hierarchical order of Van-Hiele’s levels of geometrical thought. The curriculum and evaluation standards should be consistence with the methodologies advocated by the Van-Hiele’s model, especially the phases of learning. School administration should gather students, teachers and guardians for open interaction so that problems could be identified easily. Time to time modern and refreshment trainings should be provided to the teachers. A lot of feedback should provide students as they learn to construct proof. From this study, it had been found that pre-concept of learning geometry on student is poor and there not adequate mathematics teachers who teach geometry effectively. Therefore, similar study can be made in primary as well as in secondary levels. Similar studies are essential in Algebra, Arithmetic, Set and other subjects to better off the curriculum of lower secondary level.