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
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