Towards Improved Geometry Instruction: Learners’ Experiences with Technology-Enhanced and Conventional Van Hiele Phased Instruction
| dc.contributor.author | Issa Ndungo | |
| dc.contributor.author | Sudi Balimuttajjo | |
| dc.contributor.author | Edwin Akugizibwe | |
| dc.date.accessioned | 2025-07-03T07:04:16Z | |
| dc.date.available | 2025-07-03T07:04:16Z | |
| dc.date.issued | 2025-07-02 | |
| dc.description | The study identified challenges and support needs associated with TVHPI, particularly its reliance on digital tools, which posed obstacles such as electricity instability and limited device access in low-resource settings. Since CVHPI is embedded within TVHPI, it remains a viable alternative when technology is unavailable, ensuring learners experience Van Hiele Phased Instruction through traditional tools. To address these challenges, a hybrid approach integrating offline GeoGebra use and paper-based simulations could enhance accessibility. Additionally, while TVHPI promotes individual exploration, some learners reported feeling isolated compared to the collaborative nature of CVHPI. Peer-to-peer interactions and structured group tasks within TVHPI would help maintain learner engagement while maximizing technology’s benefits. | |
| dc.description.abstract | This study investigated learners' experiences and understanding of transformation geometry using two instructional strategies: Conventional Van Hiele Phased Instruction (CVHPI) and Technology-Enhanced Van Hiele Phased Instruction (TVHPI), incorporating GeoGebra as a digital tool. Through semi-structured interviews, qualitative data were collected from 48 Senior Three secondary school learners who participated. Thematic analysis revealed that TVHPI, supported by GeoGebra, enhanced visual learning and dynamic interaction with geometric concepts, though learners faced technical challenges and limited practice time. CVHPI, while providing structured and step-by-step instruction, particularly benefited lower achievers but was less effective in addressing complex misunderstandings. As a result of this study, a Geometry Pedagogical Improvement Cycle (GeoPIC) framework was developed to improve the teaching and learning of geometry through a continuous and systematic process. The GeoPIC framework emphasizes adopting instructional strategies, tailoring them to individual needs, aligning with learner expectations, and incorporating feedback through a cyclical reflection and adjustment process. This study highlights the potential of combining technology-enhanced tools with conventional instruction and presents GeoPIC as a model for refining pedagogical approaches in geometry education. | |
| dc.description.sponsorship | none | |
| dc.identifier.citation | Ndungo, I., Balimuttajjo, S., & Akugizibwe, E. (2025). Towards Improved Geometry Instruction: Learners’ Experiences with Conventional and Technology-Enhanced Van Hiele Phased Instruction. The Electronic Journal for Research in Science & Mathematics Education. 29(2), 33-56. https://ejrsme.icrsme.com/article/view/23815 | |
| dc.identifier.other | https://ejrsme.icrsme.com/article/view/23815 | |
| dc.identifier.uri | https://nru.uncst.go.ug/handle/123456789/11924 | |
| dc.language.iso | en | |
| dc.publisher | International Consortium for Research in Science & Mathematics Education (ICRSME) | |
| dc.relation.ispartofseries | https://ejrsme.icrsme.com/article/view/23815 | |
| dc.title | Towards Improved Geometry Instruction: Learners’ Experiences with Technology-Enhanced and Conventional Van Hiele Phased Instruction | |
| dc.type | Animation |