Abstract:
This study sought to investigate students‟ van Hiele‟s geometric thinking levels from
public and private basic schools at the Ga-Mashie circuit of the Accra Metropolis.
The population for the study was 562 J.H.S.3 students from private and public basic
schools. Purposive and stratified sampling was used to select three hundred and thirty
seven (337) students for the study, two hundred and seventy six (276) from public
schools and one sixty one (61) from private schools. A quantitative descriptive survey
approach was used for the study with van Hiele‟s Geometric Test (VHGT) as the
instrument. Four research questions were formulated for the study, research question
one was on the van Hiele‟s levels reached by private and public basic school students.
Research questions two to four were meant to find out whether there was a difference
in terms of gender and school type between the two schools (private and public). It
was revealed that 190 (56.40%) of students attained No level, 126(37.40%) attained
level 1, 20 (5.90%) attained level 2 and only 1 (0.30%) attained level 3 in both public
and private school. The study also reveals that with regard to gender and school type
there was no significant difference in students‟ van Hiele geometric levels.
Recommendations are made for improving the geometric levels of students.
Description:
A thesis in the Department of Mathematics Education,
Faculty of Science Education, submitted to the School of
Graduate Studies, in partial fulfilment of
the requirements for the award of the degree of
Master of Philosophy
(Mathematics Education)
In the University of Education, Winneba
MARCH, 2023