Abstract

The study investigated the effects of a technology-integrated guided inquiry-based approach on pre-service mathematics teachers' conceptual understanding of geometry when compared to a guided inquiry approach and a traditional teacher-centered approach. A non-equivalent pretest-posttest control group quasi-experimental design was used. A three-stage sampling techniques was adopted. Two colleges were purposively selected and assigned to experimental and control groups through simple random sampling. A total of 116 pre-service primary mathematics teachers were assigned into three groups: experimental group1 (n = 48), experimental group2 (n = 38) and traditional group (n = 30). Pretest and posttest data were collected using a two-tiered test, and were analyzed with descriptive statistics, sample paired t-test and one-way ANOVA. Compared to the other two groups, pre-service mathematics teachers who received a technology-integrated guided inquiry-based approach showed a greater level of conceptual understanding.  In accordance with the results, some recommendations were made for mathematics teacher educators.

Keywords

References

• Abdi, A. (2014). The effect of inquiry-based learning method on students’ academic achievement in science course. Universal Journal of Educational Research, 2(1), 37-41.
• Ahmad, S. (2013). Teacher education in Ethiopia: Growth and development. African Journal of Teacher Education, 3(3), 1-20. https://doi.org/10.21083/ajote.v3i3.2850
• Almeqdadi, F. (2000). The effect of using the Geometer's Sketchpad (GSP) on Jordanian students' understanding of geometrical concepts. Proceedings of the International Conference on Technology in Mathematics Education, 9, 163-169.
• Andraphanova, N. V. (2015). Geometrical similarity transformations in dynamic geometry environment Geogebra. European Journal of Contemporary Education, 12(2), 116-128.
• Artigue, M., Blomhøj, M. (2013). Conceptualizing inquiry-based education in mathematics. ZDM Mathematics Education, 45, 797–810. https://doi.org/10.1007/s11858-013-0506-6
• Ary, D., Jacobs, L. C. & Sorensen, C. K. (2010). Introduction to research in education (8th ed.). Cengage Learning.
• Atebe, U.H (2008). Students’ Van Hiele Level of geometric thought and concepts in plane geometric: a collective case study of Nigeria and South Africa [Unpublished Doctoral Dissertation]. Rhodes University, Makhanda.
• Atnafu, M., Teshome, Z. & Kasa, M. (2015). Perception of civil engineering extension students of Addis Ababa University institute of Technology in the teaching of applied mathematics. Ethiopian Journal of Education and Science, 10(2), 51-78.
• Baroody, A.J., Feil, Y. & Johnson, A.R. (2007). An alternative reconceptualization of procedural and conceptual knowledge. Journal Research Mathematics Education, 38, 115-131. https://doi.org/10.2307/30034952
• Battista, M. T. (2007). The development of geometric and spatial thinking. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 843-908). Information Age.
• Bekele, A. (2012). Methods of teaching and their implications for quality of student learning at Samara University [Unpublished Master’s Thesis]. Addis Ababa University, Addis Ababa.
• Blanchard, M. R., Southerland, S. A., Osborne, J. W., Sampson, V. D., Annetta, L. A., & Granger, E. M. (2010). Is inquiry possible in light of accountability?: A quantitative comparison of the relative effectiveness of guided inquiry and verification laboratory instruction. Science Education, 94(4), 577-616. https://doi.org/10.1002/sce.20390
• Boopathiraj, C & Chellamani, K. (2013). Analysis of test items on difficulty level of and discrimination index in the test for research in education. International Journal of Social Science & interdisciplinary research, 2(2), 189-193.
• Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). BSCS 5E instructional model: Origins and effectiveness. A report prepared for the Office of Science Education, National Institutes of Health. BSCS.
• Caswell, C. J., & LaBrie, D. J. (2017). Inquiry based learning from the learner’s point of view: A teacher candidate’s success story. Journal of Humanistic Mathematics, 7(2), 161-186. https://doi.org/10.5642/jhummath.201702.08
• Chandrasegaran, A. L., Treagust, D. F., & Mocerino, M. (2007). The development of a two-tier multiple-choice diagnostic instrument for evaluating secondary school students’ ability to describe and explain chemical reactions using multiple levels of representation. Chemistry Education Research and Practice, 8(3), 293-307. https://doi.org/10.1039/B7RP90006F
• Charles-Ogan, G.I. (2015). Utilization of Matlab as a technological tool for teaching and learning of Mathematics in schools. International Journal of Mathematics and Statistics Studies, 3(5), 10-24.
• Chinnappan, M., & Forrester, T. (2014). Generating procedural and conceptual knowledge of fractions by pre-service teachers. Mathematics Education Research Journal, 26(4), 871- 896. https://doi.org/10.1007/s13394-014-0131-x
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Erlbaum
• Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th edition). Routledge.
• Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research (4th edition). Pearson.
• Creswell, J. W., Klassen, A. C., Plano Clark, V. L., & Smith, K. C. (2011). Best practices for mixed methods research in the health sciences. Bethesda (Maryland): National Institutes of Health, 2013, 541-545.
• Field, A. (2009). Discovering statistics using SPSS: Book plus code for E version of text. Sage.
• Fraenkel, J. R & Wallen, N. E. (2009). How to design and evaluate research in education. McGrow-Hill.
• French, D. (2004). Teaching and learning geometry. Continuum.
• Fyfe, E. R., McNeil, N.M., Borjas, S. (2015). Benefits of concreteness fading for children's mathematics understanding, Learning and Instruction, 35, 104-120. https://doi.org/10.1016/j.learninstruc.2014.10.004.
• Gambari, I.A. and Yusuf, M.O. (2016). Effects of Computer-Assisted Jigsaw II cooperative learning Strategy on Physics Achievement and retention. Contemporary Educational Technology, 7(40), 352-367. http://doi.org/10.30935/cedtech/6181.
• Gardner, J. (Ed.). (2012). Assessment and learning. Sage.
• Gemechu, E., Kassa, M. & Atnafu, M. (2018). Matlab supported learning and students’ conceptual understanding of functions of two variables: Experiences from Wolkite University. Bulgarian Journal of Science and Education Policy (BJSEP), 12(2), 314-344.
• George, D. & Mallery, P. (2003). SPSS for windows step by step: A simple Guide and reference. Allyn and Bacon.
• Goh, S. C. and Fraser, B.J. (2013). Teacher interpersonal behavior classroom environment and student outcomes in primary mathematics in Singapore. Learning Environments Research, 1, 199-299. https://doi.org/10.1023/A:1009910017400
• Hiebert, J., & Lefevre, P. (1986). Conceptual and procedural knowledge in mathematics: An introductory analysis. In J. Hiebert (Ed.), Conceptual and procedural knowledge: The case of mathematics (pp. 1–27). Lawrence Erlbaum Associates, Inc.
• Idris, N. (2009). The impact of using Geometers’ Sketchpad on Malaysian learners’ achievement and Van Hiele geometric thinking. Journal of Mathematics Education, 2(2), 94-107.
• Johnston, K. M. (2014). Rethinking mathematics curriculum in a K-5 rural setting: Comparing inquiry-based to traditional approaches [Unpublished Doctoral Dissertation]. University of South Dakota, USA.
• Kado, K. (2022). A teaching and learning the fundamental of calculus through Python-based coding. International Journal of Didactical Studies, 3(1), 15006. https://doi.org/10.33902/IJODS.202215006
• Kasa, M. W. (2015). Mathematics teacher education and teachers’ professional competence in Ethiopia [Unpublished PhD dissertation]. Addis Ababa University, Addis Ababa, Ethiopia.
• Kim, M. C., Hannafin, M. J., Bryan, L.A., & (2007). Technology-Enhanced Inquiry Tools in Science Education: An Emerging Pedagogical Framework for Classroom Practice. Science education, 91, 1010-1030. https://doi.org/10.1002/sce.20219
• Kothari, C. R. (2004). Research methodology: Methods and techniques. New Age International.
• Lazonder, A. W., & Harmsen, R. (2016). Meta-analysis of inquiry-based learning: Effects of guidance. Review of Educational Research, 86(3), 681-718. https://doi.org/10.3102/0034654315627366
• Lin, S. W. (2004). Development and application of a two-tier diagnostic test for high school students’ understanding of flowering plant growth and development. International Journal of Science and Mathematics Education, 2, 175–199. https://doi.org/10.1007/s10763-004-6484-y
• Mamali, N.R. (2015). Enhancement of learner's performance in geometry at secondary schools in Vhembe District of the Limpopo Province [Unpublished Master’s Thesis]. School of education. University of Venda.
• Maxwell, D. O., Lambeth, D. T., & Cox, J. T. (2015, June). Effects of using inquiry-based learning on science achievement for fifth-grade students. Asia-Pacific Forum on Science Learning and Teaching, 16(1), 1-31.
• Melesse, K. (2014). The influence of e-learning on the academic performance of mathematics students in fundamental concepts of algebra course: the case of Jimma University. Ethiopian Journal of Education &Science, 9(2), 41- 59.
• Ministry of Education [MOE]. (2012). Content and pedagogical standards for mathematics teachers. Author.
• Ministry of Education [MOE]. (2013). Curriculum Framework for Primary Pre-service teacher Education. Author.
• Ministry of Education [MOE]. (2015). Education Sector Development Program V (ESDP V). Author.
• Ministry of Education [MOE]. (2017). Strategic Policy for National Science, Technology and Mathematics Education, http://www.moe.gov.et
• Ministry of Education [MOE]. (2020). Why Ethiopia values STEM education? Retrieved from http://www.Moe.Gov.et/Web/Guest/-/Why-Ethiopia-Values-Stem-Education-?
• Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 47(4), 474-496.
• Mushipe, M., & Ogbonnaya, U. I. (2019). Geogebra and grade 9 learners’ achievement in linear functions. International Journal of Emerging Technologies in Learning, 14(8), 206-219. http://doi.org/10.3991/ijet.v14i08.9581
• National Council of Teachers of Mathematics [NCTM]. (2000). Principles and standards for school mathematics, Author.
• Nopasari, W., Ikhsan, M., & Johar, R. (2020, February). Improving mathematical understanding and disposition of junior high school students through the 5E learning cycle model. Journal of Physics: Conference Series, 1460(1), 012011.
• Ntumi, S. (2021). Reporting and interpreting One-Way Analysis of Variance (ANOVA) using a data-driven example: A practical guide for social science researchers. Journal of Research in Educational Sciences, 12(14), 38-47.
• Pallant, J. (2010). SPSS survival manual: A step by step guide to data analysis using SPSS. Open University Press/McGraw-Hill.
• Rittle-Johnson, B., & Koedinger, K. R. (2005). Designing knowledge scaffolds to support mathematical problem solving. Cognition and Instruction, 23(3), 313-349. https://doi.org/10.1207/s1532690xci2303_1
• Rittle-Johnson, B., & Siegler, R. S. (1998). The relation between conceptual and procedural knowledge in learning mathematics: A review. In C. Donlan (Ed.), The development of mathematical skills (pp. 75-110). Taylor & Francis.
• Saha, R. A., Ayub,A. F. M., and Tarmizi, R.A. (2010). The effects of GeoGebra on Mathematics achievement: Enlightening coordinate geometry learning. Procedia-Social and Behavioral Sciences, 8, 686-693. http://doi.org/10.1016/j.sbspro.2010.12.095
• Saunders, M., Lewis, P., & Thornhill, A. (2009). Research methods for business students (5th Ed.). Pearson.
• Saunders-Stewart, K. S., Gyles, P. D., & Shore, B. M. (2012). Student outcomes in inquiry instruction: A literature-derived inventory. Journal of Advanced Academics, 23(1), 5-31. https://doi.org/10.1177/1932202X11429860
• Sebsibe, A. S., and Feza, N. N. (2019). Assessment of Students’ Conceptual Knowledge in Limit of Functions. International Electronic Journal of Mathematics Education, 15(2), em05. http://doi.org/10.29333/iejme/6294
• Semela, T. (2014). Teacher preparation in Ethiopia: A critical analysis of reforms. Cambridge Journal of Education, 44(1), 113-145. https://doi.org/10.1080/0305764X.2013.860080
• Snow, M. T. (2014). Using ANOVA to examine the relationship between safety & security and human development. Journal of International Business and Economics, 2(4), 101-106.
• Star, J. R. (2005). Reconceptualizing procedural knowledge. Journal for Research in Mathematics Education, 36(5), 404-411. https://doi.org/10.2307/30034943
• Star, J. R., & Stylianides, G. J. (2013). Procedural and conceptual knowledge: Exploring the gap between knowledge type and knowledge quality. Canadian Journal of Science, Mathematics and Technology Education, 13(2), 169-181. https://doi.org/10.1080/14926156.2013.784828
• Tarakçi, M., Hatipoğlu, S., Tekkaya, C., & Özden, M. Y. (1999). A cross-age study of high school students' understanding of diffusion and osmosis. Hacettepe University Journal of Faculty of Education, 15(1), 84-93.
• Toquero, C. M. D., Sonsona, D. A., & Talidong, K. J. B. (2021). Game-based learning: reinforcing a paradigm transition on pedagogy amid COVID-19 to complement emergency online education. International Journal of Didactical Studies, 2(2), 101458. https://doi.org/10.33902/IJODS.2021269730
• Türkmen, H. (2009). An effect of technology based inquiry approach on the learning of“Earth, Sun, & Moon” subject. Asia-Pacific Forum on Science Learning and Teaching, 10(1), 5.
• Ullah, A., Ashraf, M., Ashraf, S., & Ahmed, S. (2021). Challenges of online learning during the COVID-19 pandemic encountered by students in Pakistan. Journal of Pedagogical Sociology and Psychology, 3(1), 36-44. https://doi.org/10.33902/JPSP.2021167264
• Unal E, and Cakir H. (2016). Powered by collaborative technologies: The effect of constructivist learning environment on academic work. Journal of Instructional Technologies and Teacher Education, 5(1), 13-18.
• Wares, A. (2016). Mathematical thinking and origami. International Journal of Mathematical Education in Science and Technology, 47(1), 155-163. https://doi.org/10.1080/0020739X.2015.1070211
• Yimer, S. T. (2020). Stimulating content knowledge learning of intermediate calculus through active technology-based learning strategy. EURASIA Journal of Mathematics, Science and technology Education, 16(12), em1903. https://doi.org/10.29333/ejmste/8705
• Zulnaidi, H., & Zamri, S. N. A. S. (2017). The effectiveness of the GeoGebra software: The intermediary role of procedural knowledge on students’ conceptual knowledge and their achievement in mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 2155-2180. https://doi.org/10.12973/eurasia.2017.01219a

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.