The scaffolding effect on basic 9 students’ van hiele geometric thinking levels in 3d shapes in the Sekondi-Takoradi Metropolis.

Abstract

This study aimed to find the Scaffolding effect on Basic 9 Students’ van Hiele Geometric Thinking Levels in 3D Shapes in the Sekondi-Takoradi Metropolis. The research employed a descriptive and interpretive design using a parallel mixed method approach. Qualitative data were collected through semi-structured interviews with five basic 9 students. Quantitative data consisted of students’ scores in the tests (pre-test and post-test) which were administered before and after the intervention activities. The tests were structured according to van Hieles Levels of Geometrical Thinking. The pre-test was administered before the intervention activities while the post-test was administered after the intervention activities. The study revealed several difficulties that students face in learning 3D shapes. In the findings, difficulties students faced included language of instruction, teachers’ knowledge and experience, lack of learner support outside the formal school and comprehensive class preparation. However, ways to reduce the difficulties included teacher development, peer teaching, training and mentoring, reduction in the student-teacher ratio and sequencing lesson delivery. The study also found out that students at Basic 9 had not reached level 1 of van Hieles’ levels of geometric thinking in 3D shapes in the pretest. It concluded that the use of ‘Scaffolding’ was a very effective intervention method for enhancing student geometric performance and scores from the post-test showed that students were operating at level 3 of van Hieles’ geometric thinking levels. The recommendation of this study included the need for teachers to comprehensively plan lessons on 3D shapes, taking into account students’ diversity, professional development and the general learning environment. For policy-makers, there is a need to facilitate a multilateral learner support system, which empowers the students to take charge of their learning and development, encourage parents and guardians to provide conducive out-of-school learning environments and help schools to provide the necessary stimulus to students for development.