THE RELATIONSHIP BETWEEN PRE-SERVICE TEACHERS’ ATTITUDE, THEIR PERCEPTION AND ACHIEVEMENT IN GEOMETRY
THE RELATIONSHIP BETWEEN PRE-SERVICE TEACHERS’ ATTITUDE, THEIR PERCEPTION AND ACHIEVEMENT IN GEOMETRY
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Date
2022
Authors
Banson Mensah, Gideon
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Abstract
Through the study of Mathematics, students are equipped with essential life skills and
by studying Geometry, they are able to think critically and make reasonable
assumptions. The purpose of this study is to investigate the relationship between pre service teachers’ attitude, perception and achievement towards Geometry. The study
employed the explanatory sequential design, which is a mixed method approach and it
was based on the pragmatist paradigm of research. The systematic sampling technique
was used to select 225 second year students of the Mathematics department of Akenten
Appiah – Menka University of Skills Training and Entrepreneurial Development and
10 more students were selected in order to gather data for the qualitative aspect. Three
instruments in the form of a questionnaire, a Geometry test and a structured interview
were used in this study. Findings showed that pre – service teachers’ attitude towards
geometry was positive but there was a negatively weak relationship between attitude
and achievement in Geometry. However, the perception and achievement of pre –
service teachers of this study showed a positively weak correlation. Exploring
perceptions of pre – service teachers, responses indicated that Geometry is an aspect of
Mathematics and it entails shapes, lines and many more. Participants also indicated that
the content of Geometry is not only about angles but notwithstanding, there was one
person who argued that Geometry is all about angles. Based on the findings, it is
recommended that pre – service teachers should be well equipped to master the contents
of Geometry in order to match up with their positive attitude and their perception in the
field. Educational authorities should provide academic and psychological experiences
that can positively enhance pre – service teachers’ perception and views about
geometry.