IMPACT OF VAN HIELE‟S GEOMETRIC MODEL ON PEDAGOGICAL ABILITIES OF NIGERIA CERTIFICATE IN EDUCATION MATHEMATICS STUDENTS IN NIGER STATE, NIGERIA

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dc.contributor.authorHASSAN, Ahmed Ahmed
dc.date.accessioned2015-02-17T09:21:15Z
dc.date.available2015-02-17T09:21:15Z
dc.date.issued2015-02-17
dc.descriptionA DISSERTATION SUBMITTED TO THE SCHOOL OF POSTGRADUATE STUDIES, AHMADU BELLO UNIVERSITY ZARIA IN PARTIAL FULFILLMENT FOR THE AWARD OF DEGREE OF DOCTOR OF PHILOSOPHY(Ph.D) IN MATHEMATICS EDUCATION. DEPARTMENT OF SCIENCE EDUCATION, FACULTY OF EDUCATION AHMADU BELLO UNIVERSITY, ZARIA NIGERIAen_US
dc.description.abstractThe purpose of this research, Impact of van Hiele‟s geometric model on pedagogical abilities of Nigeria Certificate in Education mathematics students in Niger State is to provide a better intervention programme oriented toward mathematics Teacher preparation and professional development in Colleges of Education. One hundred and twenty (60 males and 60 females), Nigeria Certificate in Education mathematics students were both conveniently and randomly sampled from two colleges of education in Niger State. Two instruments were used for the study, a geometric achievement test and geometry teaching practice assessment with reliability coefficients of r=0.72 and 0.78 respectively. Also 1,617 Junior Secondary III students were involved. Six hypotheses were formulated and tested. The t – test was used to test hypotheses one to five and F – test was used to test hypothesis six respectively. The study revealed that significant difference exists between the mean scores of NCE II mathematics students with geometric pedagogical abilities and those without. Also, significant difference exists between junior secondary students performance in geometry attributable, to NCE mathematics students pedagogical abilities. Similarly significant gender difference exists among male and female mathematics teachers with geometric pedagogical abilities. However, no significant difference was observed among junior secondary students performance in geometry that were taught by NCE mathematics students in respective of gender. Also, a significant difference exists between the urban and rural junior secondary students performance in geometry when taught by NCE II mathematics students with geometric pedagogical abilities. Finally, there was significant difference in the mean scores of students‟ performance in geometry by school type when taught by the NCE II mathematics students with geometric pedagogical abilities. The findings of this study confirmed that geometric pedagogical ability is linked to students‟ geometric learning. In the light of this, it is recommended among others that there should be an increased emphasis on continued training of NCE mathematics students on geometry pedagogy even, after graduation so as to keep them abreast of current researches in geometry teaching and learning practices.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/6069
dc.language.isoenen_US
dc.subjectIMPACT,en_US
dc.subjectVAN HIELE‟S,en_US
dc.subjectGEOMETRIC,en_US
dc.subjectMODEL,en_US
dc.subjectPEDAGOGICAL,en_US
dc.subjectABILITIES,en_US
dc.subjectCERTIFICATE,en_US
dc.subjectEDUCATION,en_US
dc.subjectMATHEMATICS,en_US
dc.subjectSTUDENTS,en_US
dc.titleIMPACT OF VAN HIELE‟S GEOMETRIC MODEL ON PEDAGOGICAL ABILITIES OF NIGERIA CERTIFICATE IN EDUCATION MATHEMATICS STUDENTS IN NIGER STATE, NIGERIAen_US
dc.typeThesisen_US
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