Teachers’ Geometry Vocabulary Competence and Students’ Academic Performance in Circle Theorem

Abstract

Ghana's mathematics curriculum places less emphasis on geometry terminology and vocabulary instruction. Hence each instructor chooses his/her own strategy, some of which may be incorrect, because there are no explicit guidelines in the Ghanaian mathematics curriculum on how students should be introduced to mathematical language and vocabulary. A number of research findings however, have suggested that, mathematics vocabulary education has a big impact on how well students do in geometry in general; but little data is available on the impact of the teacher’s language proficiency and vocabulary knowledge on students’ performance in Circle Theorem, an area in which students continue to demonstrate inadequate understanding and poor academic performance as reported on several occasions by WAEC Chief Examiners. As a result, it became necessary to carry out further research in the current location to ascertain whether teacher’s language proficiency and vocabulary knowledge relates significantly to students’ performance in Circles Theorem. This study used a mixed-methods research approach and a sequential explanatory design with 210 students selected through the probability systematic sampling technique. A thorough literature study was conducted in addition to the primary data collection that involved the use of a Questionnaire, an Achievement Test, and an Interview guide.  The data that was gathered in the field was analysed using, regression tool, and deductive manual thematic analysis, which was used for only the qualitative data collected from the interviews. The study found a significant relationship between the independent variable teacher’s language proficiency and vocabulary knowledge and the dependent variable students’ academic performance in Circle’s Theorem. This implies that that students’ performance in circles theorem depends on the circle theorem language proficiency and vocabulary knowledge of the teacher.Therefore, it is recommended that the Ghana Education Service organise training conferences and workshops aimed at improving teachers’ teacher’s circle theorem language proficiency and vocabulary knowledge as well as include guidelines in the Mathematics Syllabus as to how students should be introduced to mathematics vocabulary and terminologies.

Keywords: Teacher vocabulary Knowledge, language proficiency, Circle Theorem, Students’ Performance

DOI: 10.7176/JEP/14-19-02

Publication date:July 31^st 2023