Implementation of an Intervention Program to Enhance Student Teachers’ Active Learning in Transformation Geometry

Nokwanda Mbusi and Kakoma Luneta

SAGE Open, 2023, vol. 13, issue 2, 21582440231179440

Abstract: Active learning strategies are purported to be effective in enhancing students’ understanding of concepts that would otherwise be difficult to master through other strategies of mediating learning. This study forms part of a bigger study where pre-service teachers’ errors and misconceptions in transformation geometry were identified, analyzed and then addressed. The focus of this current study is on exploring the implementation of a van Hiele phase-based instruction to address the students’ misconceptions through the facilitation of active learning. The instructional program was implemented with 82 pre-service teachers (student teachers) and field notes, observations and informal conversations with students were used to collect data during the implementation. A test was then given at the end of the intervention to determine the effect of the intervention on student performance. Findings suggest active learning can be promoted, through the use of van Hiele phase-based intervention program, to address effectively students’ misconceptions.

Keywords: active learning; intervention; van Hiele theory; transformation geometry; student teachers (search for similar items in EconPapers)
Date: 2023
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://journals.sagepub.com/doi/10.1177/21582440231179440 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:13:y:2023:i:2:p:21582440231179440

DOI: 10.1177/21582440231179440

Access Statistics for this article

More articles in SAGE Open
Bibliographic data for series maintained by SAGE Publications ().