INFLUENCE OF ACADEMIC ABILITY LEVELS ON SENIOR SCHOOL STUDENTS’ CONCEPTIONS OF GEOMETRY IN OGUN STATE, NIGERIA
This study examined the influence of academic ability levels on senior school students’
conceptions of Geometry. The study was a descriptive type using the survey method carried out in Ogun State, Nigeria. Four research questions and one hypothesis guided the study. The population for the study was all SSS2 students in Ogun State. A sample of 757 SSS2 students selected through stratified and proportionate sampling technique from 56 senior secondary schools participated in the study. Collection of data was done using a 26-item Geometry Conception Test (GCT) validated by 8 experienced Mathematics educators. A test-retest reliability index of 0.83 was gotten using Pearson Product Moment Correlation statistics. The study employed frequency counts, percentages and Chi-square statistics to analyze the data generated from the study. The findings revealed that students holding misconceptions and alternative conceptions of geometry were more than students with correct conceptions of the selected concepts in geometry. Also, students’ academic ability levels had no significant influence on their conceptions of geometry. It was recommended that the low academic ability levels and medium academic ability level students should be encouraged to solve more exercises using mathematics dictionary to enhance their understanding and to minimize misconceptions and alternative conceptions of concepts in geometry. High academic ability level students should also be encouraged to avoid overconfidence which could lead to misconceptions and alternative conceptions of geometry.
Key words: Conceptions; Secondary school geometry; Students’ academic ability
SAM-KAYODE, Christianah Olajumoke (Ph.D.)
INFLUENCE OF ACADEMIC ABILITY LEVELS ON SENIOR SCHOOL STUDENTS’ CONCEPTIONS OF GEOMETRY IN OGUN STATE, NIGERIA
This study examined the influence of academic ability levels on senior school students’ conceptions of Geometry. The study was a descriptive type using the survey method carried out in Ogun State, Nigeria. Four research questions and one hypothesis guided the study. The population for the study was all SSS2 students in Ogun State. A sample of 757 SSS2 students selected through stratified and proportionate sampling technique from 56 senior secondary schools participated in the study. Collection of data was done using a 26-item Geometry Conception Test (GCT) validated by 8 experienced Mathematics educators. A test-retest reliability index of 0.83 was gotten using Pearson Product Moment Correlation statistics. The study employed frequency counts, percentages and Chi-square statistics to analyze the data generated from the study. The findings revealed that students holding misconceptions and alternative conceptions of geometry were more than students with correct conceptions of the selected concepts in geometry. Also, students’ academic ability levels had no significant influence on their conceptions of geometry. It was recommended that the low academic ability levels and medium academic ability level students should be encouraged to solve more exercises using mathematics dictionary to enhance their understanding and to minimize misconceptions and alternative conceptions of concepts in geometry. High academic ability level students should also be encouraged to avoid overconfidence which could lead to misconceptions and alternative conceptions of geometry. Key words: Conceptions; Secondary school geometry; Students’ academic ability