How Creating Learning Outcomes Are Affecting Performance in Geometry of Students for Senior Secondary Schools in Science, Technology, Education, Mathematics and Society Domain
The International Journal of Humanities & Social Studies
Introduction The importance of Mathematics and its relevance to national development, made many countries realised mathematic education as a national priority; the foundation upon which subsequent higher level of education depends on, as the mirror of civilization and a science of immutable truths (Maduabum and Odili, 2006; Okereke, 2006; National Mathematical Advisory Panel, 2008). Kiplagat, Role and Makewa (2012) reaffirmed that study of mathematics had been treated as one of the most
... of the most important subjects from long time back. The National Policy on Education of federal republic of Nigeria stipulated that teaching of problem solving in the classroom is very essential means of preparing the students for problem-solving challenges outside the four walls of the classroom (Fajemidagba, Salman &Ayinla, 2012). In view of the above importance and problems attached to mathematics education in general and geometry in particular. Several studies were done and still going on the effects, impacts and applications of the theoretical frameworks for the learning of geometry. Also, there are educational challenge in classrooms and a theoretical challenge in the research on the development and learning of mathematical knowledge in general and geometry in particular. Furthermore, the processes of mathematical knowledge acquisition are so complex that required different approaches in accordance with expectations from studies of knowledge transfer. Researchers on geometry at some levels of learning in recent times have attempts to studies some theoretical model of students' geometry performance. They also required approaches expected for transferring knowledge and approaches that will help the students and teachers in discovery approaches in geometry. Some were concerned with development of geometrical skills, abilities, values and attitudes for recognizing, visualizing, describing, sorting, naming, classifying, understanding, remembering, applying, analyzing, evaluating, creating, exploring and registers of mathematics terms in general and geometrics terms in particular. For instance, the theoretical frameworks for the learning of geometrical reasoning advocated by Van Hiele called Van Hielegeometric thinking levels have many studies on the effects, impacts and applications by Abdullah1 and Abstract: This study aims to find how performance of students from senior secondary school is getting affected by creative learning outcomes in Maiduguri Metropolis, Borno State, Nigeria. A comparison group before-after quasi-experimental design has been adopted to test hypothesis. One hundred and eighty students have been selected as sample from a population of four hundred and sixty (460) in three senior secondary schools using stratified randomly sampling technique. A high reliability index (.675) had been noticed while validating using Geometry Performance Test (GPT) through test retest while conducting pilot study. Mean, standard deviation and Analysis of Covariate (ANCOVA) had been used as statistical tools. As outcome this study revealed that creative learning outcomes significantly affected the performance of students. As a reason the application of geometry-based knowledge had been highlighted. It had been highlighted that without creative learning outcomes students face severe problems in science, technology, education and mathematics related problems solving. As a recommendation practice of creative learning had been suggested to find solution against poor geometry performance in Nigeria. Conclusions and Recommendations This study measured the effect of teaching prior knowledge of geometric and mensuration concepts (areas, perimeters, constructions of angles, basic properties and volumes of two and three dimensional shapes, identification and properties of angles) on student creative learning outcomes in geometry (angles subtended by chords in a circle, angles subtended by chords at the centre, perpendicular bisectors of chords and angles in alternate segments, the angle which an arc subtends at the centre is twice the angle it subtends at the circumference, and angles in the same segment of a circle are equal and angles in a semi-circle is a right angle) among Borno State senior secondary school. The Bruner's (1966) constructivism theory was used as a basis for measuring the degree of effect of teaching prior knowledge of geometric and mensuration concept by using general cognitive performance, remembering, understanding, applying, analyzing, evaluating and creating learning outcomes in geometry among Borno state senior secondary students. Literature reviewed showed that learning is a cognitive activity in which students actively construct knowledge by interpreting new information in the light of their prior knowledge and existing beliefs. Also, meaningful learning occurs when there is an interaction between the learner's existing knowledge and the new learning material. Based on the study, previous knowledge of geometry helps to enhance creating learning outcomes in geometry. This research also investigates the effect of teaching in case of creating learning outcome in the area of mathematics. This study also can be replicated in other comparative analysis. More studies can be conducted for experimenting cognitive recital, identification, considerate, applying, analyzing, measuring and creating learning outcomes in other aspects of mathematics for Federal or States senior secondary school pupils. These areas can also be studied based on gender differences.