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首页> 外文会议>International Conference on Teaching and Learning in Computing and Engineering >The Effects of Van Hiele's Phase-Based Learning On Students' Geometric Achievement and Attitude towards Geometry
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The Effects of Van Hiele's Phase-Based Learning On Students' Geometric Achievement and Attitude towards Geometry

机译：范密歇尔阶段基于阶段的效果对学生几何成果及对几何态度的影响

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The process of teaching and learning geometry should be implemented more effectively because of its importance in students' daily lives. Therefore, a study that aimed to develop activities based on Van Hiele's phases of learning geometry using Geometer's Sketchpad (GSP) software was conducted. The developed activities were then incorporated into a learning kit named Geo-V. An ADDIE model was taken as reference in developing the activities and the learning kit. To study effectiveness, the developed activities were then tested for students' geometric achievement and attitude towards geometry. Quasi-experimental design was used in this study. The six-week study was conducted in a secondary school in Negeri Sembilan involving 94 students and two teachers. The students were divided into two groups, with 47 in a control group and the other 47 in a treatment group. Achievement Test (AT) and Attitude towards Geometry Survey (ATGS) were given to both groups before and after the treatment. MANOVA test was conducted to test the developed hypotheses. The results showed that there was significant difference in term of students' geometric achievement in the treatment and control groups. Also, there was no significant difference in term of students' attitude towards geometry between groups. Therefore, implementation of the activities that are based on Van Hiele's phases of learning geometry can be taken as a reference in varying the methods in teaching and learning geometry in a classroom setting.
机译：教学和学习几何的过程应更有效地实施，因为它在学生的日常生活中重要性。因此，旨在使用Geometer SketchPad（GSP）软件进行基于VAN HIELE的学习几何阶段开发活动的研究。然后将开发的活动纳入名为Geo-V的学习套件。 ADDIE模型作为开发活动和学习套件的参考。为了研究有效性，然后对学生的几何成就和对几何态度进行测试。本研究使用了准实验设计。六周的研究是在Neersi Sembilan的中学进行，涉及94名学生和两位教师。学生分为两组，在对照组中有47个，另外47个治疗组。在治疗前后给予两组的成就测试（AT）和对几何调查（ATGS）的态度。进行Manova测试以测试已开发的假设。结果表明，治疗和对照组学生几何成果的术语具有显着差异。此外，学生对群体之间的几何态度没有显着差异。因此，可以将基于Van Hiele的学习几何阶段的活动的实施作为参考，在教室环境中改变教学和学习几何形状的方法。

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