ABSTRACT
Over the years poor performance has consistently been observed in geometry. Geometry has an important place in primary school mathematics curricula. This study aimed at establishing the influence of practical approach on achievement in geometry in public primary schools in Thogoto zone, Kiambu County. The main objectives of the study determined the extent which mathematics teachers use the practical method. The study also established resources used, effects and errors and also investigated teachers and pupils’ attitudes towards geometry.This study was carried out in public primary schools in Thogoto educational zone, Kiambu County. The zone had twelve public primary schools with total population of 1035 pupils and 24 mathematics teachers. In this study one school was used for piloting and four other schools were used for the main study. Quasi experimental research and cluster sampling method were used. Four schools were randomly sampled from four clusters making up the zone. Three hundred and forty three pupils and eight teachers were randomly sampled from four schools sampled. Geometry standard tests and questionnaires were used to obtain data. Standard seven mathematics syllabuses content on geometry were analyzed to form ten questions. Geometry standard tests were administered to all standard seven pupils before and after teaching. Teaching and learning methodology data, gathered using teachers and pupils questionnaires. Data analyzed using excel and statistical package for social sciences (SPSS version 2.0). Frequency tables, graphs and pie charts were used. Findings showed that mathematics teachers within Thogoto zone used variety of methods while teaching geometry. There was general consensus among teachers that use of teaching/ learning resources improved teaching. T-Test analysis showed significant effect on performance when using practical approach. The critical value at p < 0.05 using 2-tailed t-table i.e. p (T > b) = α/2 with degree of freedom (df) = 298, b was 1.960 where α was infinity. The critical value at 10% significance level was 1.282, which was 10% in each lower and upper tail. The critical value at 5% significance level was 2.326 and 2.576 at 1% significance level. Findings indicated four conclusions. First, use of practical method in teaching geometry was very low, secondly, practical teaching was more effective method of teaching than other classroom teaching methods, thirdly, geometrical concepts that relates to shapes were easily understood by pupils and lastly, teachers and pupils had both positive and negative attitudes towards geometry teaching. The study recommended that, ministry of education should target to incorporate practical teaching of geometry in primary schools through SMASE program, emphasizing on improvisation of teaching and learning resources, organizing in-service training on syllabus interpretation and applications of practical approach in teaching, focusing on enhancing teachers understanding on practical teaching and improving creativity and attitude change in geometry teaching and learning.
Preamble
CHAPTER ONE INTRODUCTION
This chapter focuses on the study background, highlighting the context of the study. It also outlines the research problem, objectives, hypothesis, research questions, significance, scope and limitations, assumptions and theoretical and conceptual frame work that guides the process of the this study.
Background to the study
In the modern world, geometry is a crucial branch of mathematics, both as a prerequisite knowledge to many other areas of mathematics and real life activities. Understanding of geometric concepts and relationships is vital to the study of other branches of mathematics. Mugo and Kisui (2010) reaffirm that geometry strengthens one’s ability to visualize, analyze and solve problems. Knowledge in geometry is essential for interpreting, understanding and appreciating our world in which examples of geometry abound. Geometry is a very important area in architecture. The world is looking for workers who can design and construct safe buildings, bridges and roads to minimize dangers and accidents. In addition, standard eight graduates can be self employed in the informal industrial sector by constructing domestic items such as simple cookers, solar panels and other containers. Pupils who have a good grasp of geometry concepts have better chances of joining good secondary schools as they perform better in national exams. Mastery of geometry concepts can enable them to contribute to their country’s economic, social and political development. In spite of the crucial role played by good
mastery of geometric concepts, many primary school pupils do not seem to be well grounded in basic geometry upon leaving primary school (SMASE, 2011).
According to SMASE primary baseline survey carried out by CEMASTEA, geometry is one of the most problematic areas in the teaching and learning of mathematics in primary schools (SMASE, 2011). Geometry has an important place in school mathematics curricula as it develops pupils’ spatial ability, logical reasoning skills and ability to solve real world problems in which geometrical terminologies and properties occur (French, 2004, Presmeg, 2006).
Every year thousands of Kenyan pupils sit for the Kenyan certificate of primary education examination (KCPE). Over the years poor performance by KCPE candidates has consistently been observed in geometry items. In the year 2000, out of five most failed questions in the republic, one was a geometrical question testing construction of a perpendicular line from a point to a line. Similarly, in 2010, one of the poorly performed KCPE questions was a geometry question. The question tested the concept of angles formed by parallel lines (KCPE Report, 2000 & 2010).
A survey conducted by teaching practice committee of Thogoto TTC indicated that 60% of topics given to practising teacher trainees by mathematics teachers in public primary schools included geometry and algebra (appendix I pg107). A survey conducted by one mathematics subject head disclosed geometry as one of the most difficult topics to teach
among the teacher trainees as it was indicated by 78% of respondents (appendix II pg108).Table 1.1 represents part of the findings as given by teacher trainees.
Table 1.1 Teaching practice survey on mathematics teaching topics
| Serial no | Teaching topics | Very hard to teach | Hard to teach | Easy to teach |
| 7 | Geometry | 78% | 21% | 1% |
Sources: – Teaching practice committee records, 2012.
What factors contribute to this situation? Many factors can be attributed to this problem, some of which are the way concepts are taught, teaching/learning resources are used, whether or not the pupil’s environment is supportive enough and examination issues.
This study therefore investigated influence of practical approach of teaching on achievement in geometry in public primary schools in Thogoto zone. Teaching geometry concepts practically provides learners with meaningful activities designed to help them comprehend geometric concepts and visualize geometric figures. Practical activities reinforce and extend the ideas and skills taught in class enhancing the learning experiences of the learners. Selected practical activities depend on syllabus specific objectives and content and therefore the mathematics teacher needs proper planning (SMASE, 2011).
When considering activities for learners, it is advisable to start from simple activities to more challenging ones. Effective teaching takes into account the prerequisite knowledge/skills of the learners before giving the activity. Since learners’ abilities vary,
practical approach to geometry teaching ensures that learners interact with different activities which in turn lead to their intellectual development. Learners retain more of what they learn by doing than through hearing (Miano, 2008). The practical approach is learner centered where the teacher facilitates learning.
