Use of the Geometrical Instruments in the Teaching and Learning of Geometry in Secondary Schools: A Case Study of Masaiti District, Zambia

Abstract

The purpose of the study was to establish the challenges that are faced by learners when using geometrical instruments in Masaiti district and how these affect their performance in geometry. The study was based on four objectives; to assess the level of availability of the instruments for teachers and pupils, to establish the extent to which the instruments are used and the challenges that are faced by learners when using these instruments, and how use of these instruments affect learner’s performance.  256 grade 11 pupils were proportionately and simple randomly selected to complete the learners’ questionnaires. 80 pupils for both a typical and an ideal class were purposively selected for observable activities. The study adopted a descriptive survey design. Findings showed that the geometrical instruments were insufficient in these schools and therefore scarcely used. The following challenges were found; sharing instruments, inaccurate measurements, lack of interest and pre-requisite knowledge, use of free hand, difficulty geometry language, time consuming, and bad attitude by some teachers, use of inappropriate instruments and defective instruments, stiff finger muscles, shaking and poor sight. The hypothesis was tested with the independent t-test on Excel software. The results showed that learners who used sufficient instruments performed better than those who shared. This was because the p (T˂=t) two-tail=1.58 was less than the critical t-value of 2.02, at 0.95 level of significance. It was concluded that practice with instruments can improve performance in geometry.

Keywords: geometry, geometrical instruments, use, availability, challenges, teaching, learning

DOI: 10.7176/JNSR/9-16-07

Publication date: August 31^st 2019