The effect of spatial ability and a manipulative experience on achievement in solid geometry problem - solving in selected girls secondary schools in Central Kisii district
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Date
2014-03-12
Authors
Mburu, James Keya
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Abstract
The persistent poor performance in the KCSE mathematics examinations in general and
in three-dimensional solid geometry problem solving in particular, as was evidenced by
the KNEC examination candidate's performance reports, formed the problem of this
study. The study focused on the improvement of spatial ability and enhancing
achievement in solid geometry problem solving, with interest in the female student.
A quasi-experiment determined whether; there was a relationship between spatial ability
and achievement in solid geometry problem solving, and whether improving the
teaching/learning process using various manipulative learning environments (MLE)
impacted positively on the student's achievement in solid geometry problem solving. A
sample of 90 students was obtained by random stratification from the population of the
study, which consisted of form 1 students from three girls-only secondary schools.
For female students with different levels of spatial and mathematics skill backgrounds,
the findings indicated that; spatial ability, and achievement in solid geometry problem
solving were positively correlated (r>or=O.89,p<0.01), achievement in solid geometry
problem solving of the female students benefited significantly from the improved
manipulative learning environment F (2,81)=18.17,p<. 05,and there were differences in
achievement when differences in spatial ability were statistically controlled. Based on
these findings it was recommended that when teaching the areas of solid geometry,
teachers should use models and real life connections and multi-sensory teaching and
learning approaches where possible.
Description
Department of Educational Psychology, 81p.:ill The QA 461.M32 2006
Keywords
Geometry --Study and teaching