Examining Senior High School Girls’ Thinking Levels in Solving Problems on Circle Theorems
Victoria Felicia Aidoo Bervell,
Peter Akayuure
Issue:
Volume 10, Issue 4, December 2022
Pages:
127-135
Received:
17 September 2022
Accepted:
4 October 2022
Published:
17 October 2022
DOI:
10.11648/j.ijsedu.20221004.11
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Abstract: The learning of Circle theorems is frequently highlighted as one challenging geometric content area for students at Senior High Schools (SHS). However, it remain unclear how students, especially girls are reasoning when dealing with problems in circle theorems. This descriptive study examined students’ ability and reasoning in solving problems involving Circle theorems. Two objectives were set to guide the study, focusing on SHS students’ levels of thinking in problem solving involving Circle theorems. A test, covering four basic theorems of geometry of circles in SHS curriculum, was designed and used to collect data from a purposive sample of 80 3rd-year students of Mfantsiman Girls’ SHS. The results showed that students’ thinking in Circle theorems follows the taxonomy of Uni-structural, Multi-structural, Relational and Extended abstract thinking levels. The study also found that about two-fifth of the students could not cope with problems involving relational and extended abstract reasoning, drawing of conclusions or even stating the four circle theorems. The study concludes that SHS mathematics teachers should reconsider how to teach deductively to improve the relational and abstract thinking levels of the 3rd-year students before they write the SHS final examinations. This could be facilitated through the use of SOLO taxonomy with super-item model as a diagnostic tool to ensure the growth of the students’ problem solving and reasoning skills in circle theorems.
Abstract: The learning of Circle theorems is frequently highlighted as one challenging geometric content area for students at Senior High Schools (SHS). However, it remain unclear how students, especially girls are reasoning when dealing with problems in circle theorems. This descriptive study examined students’ ability and reasoning in solving problems invo...
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School Based Assessment Framework: Senior High School Mathematics Teachers’ Use of Assessment Modes
Nicholas Musah,
Peter Akayuure
Issue:
Volume 10, Issue 4, December 2022
Pages:
136-141
Received:
20 October 2022
Accepted:
12 November 2022
Published:
8 December 2022
DOI:
10.11648/j.ijsedu.20221004.12
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Abstract: Under the School Based Assessment (SBA) framework, Ghanaian mathematics teachers are required to undertake classroom assessment practices that promote quality learning and ultimately provide cumulative assessment data for standardization and integration into candidates’ external national examinations results. Over the years however, there have been concerns that the teachers’ frequent use of traditional modes of assessment tend to limit students’ mathematical thinking and produce inaccurate data for SBA. This study sought to examine the kind of modes used by mathematics teachers and how often they use these assessment modes at the senior high schools. Descriptive survey design was used involving a purposive sampling technique of 97 senior high school mathematics teachers who responded to the questionnaires. Data on assessment modes were analyzed into percentages and frequencies while the test for associations were established using Chi-square at .05 significance levels. The results showed that more than 85% of the mathematics teachers often or always used class exercise, class test, homework and group work for assessment data for SBA records. More than three-quarters of the mathematics teachers neither used project works nor portfolios to obtain data for classroom decisions and SBA records. There were no significant associations between gender, teaching experience and qualification regarding how often mathematics teachers used assessment modes. The study concludes that the modes frequently used by senior high school mathematics teachers in the study may neither elicit higher order mathematical thinking nor meet the prescribed standards under SBA framework. The study recommends that senior high school mathematics teachers should comply with the assessment modes ascribed in the SBA to instill high order mathematics thinking skills in the learner and provide accurate assessment data. The study also recommends Ghana Education Service to regularly organized workshops for mathematics teachers on the implementation of SBA.
Abstract: Under the School Based Assessment (SBA) framework, Ghanaian mathematics teachers are required to undertake classroom assessment practices that promote quality learning and ultimately provide cumulative assessment data for standardization and integration into candidates’ external national examinations results. Over the years however, there have been...
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