Abstract:
This research explored the difficulties Junior High School (JHS) learners face in
learning transformation geometry, specifically rotation, within the Tano South
Municipality of Ghana. An concurrent embedded mixed-methods design was
employed, integrating both quantitative and qualitative methods. A total of 293 Basic
9 learners participated, with 57% being male and 43% female, selected using simple
random sampling for the quantitative aspect and purposive sampling for the qualitative
data collection. The instrument of data collection was a 15-item written test aligned
with van Hiele’s geometric thinking levels, while semi-structured interviews with 8
learners provided deeper insights into learning barriers. The test assessed three van
Hiele levels: Visualization (basic recognition), Analysis (informal reasoning), and
Abstraction (logical deduction). Results revealed critical underachievement by
learners as 91.2% scored below average with no learner achieving above-average
marks. Learners stagnated at van Hiele Level 1 (73.3%), demonstrating recognition of
rotated figures but inability to analyze properties. Only 5.8% reached Level 2, and
none attained Level 3. No gender disparity existed, indicating systemic challenges.
Qualitative findings identified key barriers such as confusion between rotation,
reflection, and translation poor spatial visualisation and anxiety-driven guesswork.
The study attributes these issues to rote-learning pedagogies, limited access to
manipulatives, and curricular misalignment with van Hiele’s developmental stages.
Recommendations include teacher training in hands-on, phased instruction with
integration of low-cost tools such as grid paper, dynamic apps, curriculum reforms
emphasising conceptual mastery; and equitable resource allocation for technology.
The findings underscore the urgency of addressing foundational gaps to enhance
geometric proficiency and STEM readiness in Tano South Municipality.
Description:
A thesis in the Department of Basic Education, School of Education and Lifelong
Learning (SELLL), submitted to the School of
Graduate Studies, in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Basic Education)
in the University of Education, Winneba
DECEMBER, 2023
