International Journal For Multidisciplinary Research

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Uncovering the Power of Inquiry-Based Teaching; Enhancing Geometric Thinking Skills in Students

Author(s) Victus Kumazah, Prof. Douglas Darko Agyei
Country Ghana
Abstract Geometry is vital for developing critical thinking and problem-solving skills, yet students often struggle with geometric reasoning. This study explored the impact of an inquiry-based teaching approach on enhancing students’ geometric thinking levels, based on the van Hiele model. Conducted in two senior high schools in Ghana, the research employed a descriptive case study design and van Hiele geometry tests to assess students’ reasoning before, during, and after the intervention. Before the intervention, most students operated at lower van Hiele levels, with many at level 0 (pre-visualisation) and level 1 (visualisation), reflecting limited reasoning skills. The inquiry-based approach, rooted in constructivist theories, emphasised essential questioning, student engagement, cooperative interaction, and diverse resources. Results showed significant progress, with many students advancing to levels 3 (abstraction) and 4 (deduction). Retention tests confirmed sustained improvements. The findings highlight the effectiveness of inquiry-based teaching in fostering higher-order reasoning and long-term retention of geometric concepts. This study underscores the importance of active, student-centred pedagogies in mathematics education to enhance geometric thinking and improve academic outcomes.
Keywords Geometry, Inquiry-Based Learning, Van Hiele Model, Geometric Thinking Levels, Design-Based Approach, Retentions
Field Mathematics
Published In Volume 7, Issue 1, January-February 2025
Published On 2025-01-10
Cite This Uncovering the Power of Inquiry-Based Teaching; Enhancing Geometric Thinking Skills in Students - Victus Kumazah, Prof. Douglas Darko Agyei - IJFMR Volume 7, Issue 1, January-February 2025. DOI 10.36948/ijfmr.2025.v07i01.34568
DOI https://doi.org/10.36948/ijfmr.2025.v07i01.34568
Short DOI https://doi.org/g82hgp
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