Influence of students reasoning patterns on achievement in Senior Secondary School Plane Geometry: Implications for Biology Education Practitioners
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Abstract
Reasoning patterns are an important part of education that are required for understanding and solving plane geometric problems. Mathematics teachers should use appropriate teaching methods to maintain a high level of reasoning pattern.This study determined the influence of students reasoning pattern on academic achievement in plane geometry. The researchers adopted ex-post facto research design. The study participants was made up of 368 mathematics students (180 males and 188 females) drawn using multi-stage sampling procedure. Instruments used for data collection were Plane Geometry Achievement Test (PGAT) and Plane Geometry Reasoning Pattern Classification Test (PGRPCT). The reliability of the instrument was determined using Kudder-Richardson formula (KR20) method, and reliability estimate of 0.81 was obtained. The reliability of PGRPCT was ascertained using Pearson Product Moment Correlation Coefficient, the reliability estimate of 0.88 was obtained. The research questions were answered using mean and standard deviation while the null hypotheses were tested at P< 0.05 using analysis of variance (ANOVA). The result of the study revealed that mathematics students employed all the two reasoning patterns while solving geometric problems. There was a significant difference in the mean achievement scores of students in all the two levels of reasoning patterns. The teacher should use appropriate instructional design to ensure that students who give a correct verbal description of a geometric concept also has the correct concept image associated with that concept.
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