Effect of Van Hiele group guided-discovery instructional approach on student engagement in learning plane geometry

Abstract

Learning geometry involves using visual manipulatives, mathematical formulas, and verbal explanations to foster critical thinking, deductive reasoning, and problem-solving skills, thereby ensuring understanding of mathematical concepts. Despite this relevance, secondary school students' limited knowledge in plane geometry, especially in concepts such as polygons and circles, creates an epistemological barrier that hinders their engagement with more advanced geometric ideas. Thus, this study investigates the effectiveness of the Van Hiele Group Guided-Discovery Instructional Approach (VHGGDIA) on student engagement in learning plane geometry, employing a mixed-methods research approach with a Convergent Parallel design. It uses a quasi-experimental, non-equivalent control-group pre-posttest design. Two comparable secondary schools from a total of 11 schools were purposively selected and randomly assigned to the experimental and control groups. Honesty, independence, perseverance, attention, interaction, and collaboration — each of which demonstrates dedication, kindness, and teamwork — impact student engagement. The analysis incorporated data from interviews, observations, and a Likert scale questionnaire. Quantitative data analysis used descriptive statistics, independent and paired-samples tests, and ANCOVA, whereas qualitative data were assessed thematically. The study found that students using the VHGGDIA showed greater engagement in plane geometry than those taught via traditional methods. Further, the study concludes that VHGGDIA significantly enhances secondary school students' engagement in this subject.