Effectiveness of Van-Hiele Geometric Thought in Teaching Geometry at Secondary Level

Abstract

This is an experimental types and carried out the researcher to explore the effectiveness of van Hiele geometric thought in teaching geometry at secondary level. Out of 20 schools, four are selected randomly. Twenty five students of grade X from each school are participate in the research. Van Hiele geometric test (VHGT) is used main tool for data collection. Students performance of VHGT is analyzed and interpreted using statistical devices as students to obtain total row score and converted in to percentage score at pre-test and post-test times. The reliability is checked using by test re-test method and calculated coefficient of correlation (ρ=0.83). The level wise performance of the students on VHGT of each school group were assigned mainly according to Usiskin;s (1982) “3 of 5” modified van Hiele level determination scheme. At pre-test time majority of students were at low van Hiele geometric thinking levels (possibly level 0 and 1). At post-test time the group of many students, who are thought by teaching episodes according to van Hiele (1955/1986) are at VH level 3 and 4. To check effectiveness researcher administered and analyzed pre-test data, there is nearly same achievement on VHGT of these two groups named excremental and control. Secondly administered and analyzed post-test data, there is different achievement between these groups such that the average achievement of VHGT of experimental group is higher than the achievement of VHGT of control group. Hence, the van Hiele geometric thought in teaching geometry is more effectiveness than conventional teaching approach.