Abstract:
Teaching and learning of geometry are to provide students with the ability of critical thinking, problem-solving skills and levels of geometric thinking skills. The researcher after conducting literature studies, noticed that most studies on circle geometry (theorems) consider the interventions of providing effective instructional materials or strategies, and teaching and learning methods which would improve students‟ proficiency in solving problems on Circle Theorems rather than considering assessing or analysing the cognitive abilities of the students. This study aims to assess SHS students‟ thinking level using SOLO taxonomy guide in solving problems in the concept of Circle Theorems. A total of 80 SHS 3 students from MGSHS were selected for the study. The study employed the mixed method approach, with sequential explanatory being the design. A cognitive test developed by the researcher in the form of super-item test based on SOLO taxonomy was used as an instrument to collect data from the 80 participants upon which, five were interviewed. Participants‟ scores were analysed descriptively whiles the interview responses were analysed thematically. The study revealed that most students‟ level of thinking had attained the highest level; extended abstract levels of SOLO model. The study showed that more students could not explain the reasons in relation to their answers provided to the test items. Students in the study also demonstrated errors such as comprehension, transformation, process skills and encoding errors based on NEA model. The study recommended that mathematics teachers should use SOLO taxonomy as a way of assessing students to monitor their student‟s solving ability in Circle Theorems.
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.
