Primary Pre-service Mathematics Teachers’ Geometry Learning with Technology-Integrated Guided Inquiry-Based Learning Approach
No Thumbnail Available
Date
2023-06
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Addis Ababa University
Abstract
The purpose of this study was to examine the effect of the technology-integrated guided inquiry-based learning (TGIBL) approach on pre-service primary mathematics teachers’ (PSMTs’) learning of plane geometry. In the study, a mixed-methods approach with a non-equivalent quasi-experimental design was employed. A total of 116 second-year PSMTs, divided into two experimental and one comparison groups, participated. A random sampling technique was used to select the sample of two intact classes for intervention and comparison groups, which were then assigned as experimental groups 1, 2, and the comparison group. In the experimental group 1, the TGIBL approach was used; in the experimental group 2, the GIBL approach was used; and in the comparison group, the traditional teacher-centered instructional method was used for ten weeks. The Geometry Attitude Scale Questionnaire, Geometry Conceptual Understanding Test, Geometry Procedural Knowledge Test, and Geometry Problem Proof Test were administered to all groups as pretests and posttests to collect quantitative data while Semi-structured interviews and classroom observation were used for qualitative data. The quantitative data were analyzed using descriptive and inferential statistics such as mean, standard deviation, MANOVA, ANOVA, ANCOVA, paired sample t-test and regression analysi whereas thematic analysis used for qualitative data. The analysis revealed that PSMTs taught by the TGIBL approach showed significant improvements in geometry learning outcomes when compared to PSMTs in traditional teacher-centered methods and the GIBL approach. Moreover, PSMTs in the GIBL approach showed a statistically significant difference from the traditional teacher-centered instruction method in geometry learning outcomes. In regression analysis, reasoning and attitude have significant influence on conceptual and procedural knowledge. The qualitative data also revealed that PSMTs who are taught using the TGIBL approach have attained a positive attitude towards geometry when compared to PSMTs who are taught using the GIBL approach or the traditional teacher-centered method. However, there were no significant differences between the GIBL approach and traditional teacher-centered methods in attitude towards geometry. Based on the findings, mathematics teachers and colleges of teacher education must use the TGIBL approach, and pre-service mathematics teacher education courses need to be incorporated with digital technologies and pedagogies to improve PSMTs' learning of geometric concepts.
Key words: Guided Inquiry-Based Learning, Conceptual Understanding, Procedural Knowledge, Reasoning Skills, Attitude, Technology
Description
Keywords
Guided Inquiry-Based Learning, Conceptual Understanding, Procedural Knowledge, Reasoning Skills, Attitude, Technology