Van Hiele's Level of Geometric Thinking among Lower Secondary School Students in Geometry

Abstract

This research study design is to explore the Van Hiele's level of geometric thinking among lower secondary school student in geometry. The objectives of this study were 'to explore the Van Hiele's level of lower secondary school Students ingeometry and to examine relationship between Van Hiele’s levels and geometry achievement of students. The populationfor the study consisted of all lower secondary school students of grade eight of Bara district. Eight schools were selected according stratified random sampling method.Altogether 268 students of grade eight were selected for this study. Among 268 students 148 were boys whereas remaining 120 were girls. Van Hiele Geometry Test (VHGT) with 24 itemson first three levels and geometry test was constructed and implemented. A geometry test mainly based on grade eight texts (geometry) was constructed in form of multiple choice items and administered to the same sample students. The Van Hiele Geometry Test (VHGT) papers were scored according to the level based scheme of fit/unfit and success criteria (5 out of 8). The geometry test was adopted in usual manner for any multiple choice items. On the basis of VHGT, students were assigned level so that each of the fitted students belonged to particular level. Students were categorized according to Van Hiele level scheme and mean scores and standard deviationswere calculated for geometry test scores so as to examine the relationship between Van Hiele levels and geometry test achievement. The result indicated that majority of studentswere at visual level and only one forth attended up to level 2. The Van Hiele levels were found to have descriptors that describe geometry achievement of the students.