Teaching of Construction of Common Angles in the Junior High School: An Interventional Study

Christiana Subaar; George Edusei; Emmanuel Gyan; Nelson Appiah-Agyei; Raymond Atuah

doi:doi:10.11648/j.sjams.20221006.11

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Teaching of Construction of Common Angles in the Junior High School: An Interventional Study

Christiana Subaar, George Edusei, Emmanuel Gyan, Nelson Appiah-Agyei, Raymond Atuah

Published in Science Journal of Applied Mathematics and Statistics (Volume 10, Issue 6)

Received: 21 October 2022 Accepted: 22 November 2022 Published: 23 December 2022

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Abstract

Common angles are one of the geometric constructions in Mathematics that contribute to pupils at Mother of Mercy Junior High School performing poorly on both internal and external examinations. Action research was employed to assist the pupils of Mother of Mercy Junior High School Form Two in overcoming their difficulties in constructing common angles. An Activity-based learning, as opposed to asking pupils to simply listen and take notes, was sought to remedy pupils’ difficulties constructing common angles. There were teaching and learning resources used in a well-structured class. To determine the impact of the interventional teaching tactics, assessments at the pre- and post-testing phases were used. A whole-class sampling technique was used to sample the pupils of Mother of Mercy Junior High School Form Two. Observation, interviews, and tests were the research instruments used in obtaining the data for the study. On the pretest, which revealed the degree of the pupils' poor performance in the abstract manner of teaching before the study's intervention, 78% (a total of 39) of the fifty pupils scored below the average mark of 5-7. However, the posttest findings show that 92% of pupils (a total of 46) got the average mark of 5-7, and above following the intervention, which involved pupils undertaking practical exercises and tasks. The posttest results revealed impressive performances. The study found that by using activity-based teaching strategies and instructional materials effectively, pupils' level of performance significantly increased. The study inspired a recommendation that the educational governmental organisations and non-governmental organisations in Ghana should share mathematical sets (instructional material) with the junior high school pupils at the onset of their studies and not on the day of examination. This will help improve their general performance in the examination when it comes to common angles in geometry.

Published in	Science Journal of Applied Mathematics and Statistics (Volume 10, Issue 6)
DOI	10.11648/j.sjams.20221006.11
Page(s)	98-104
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Abstract, Activity-Based Learning, Common Angles, Constructions, Geometric

References

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APA Style

Christiana Subaar, George Edusei, Emmanuel Gyan, Nelson Appiah-Agyei, Raymond Atuah. (2022). Teaching of Construction of Common Angles in the Junior High School: An Interventional Study. Science Journal of Applied Mathematics and Statistics, 10(6), 98-104. https://doi.org/10.11648/j.sjams.20221006.11

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ACS Style

Christiana Subaar; George Edusei; Emmanuel Gyan; Nelson Appiah-Agyei; Raymond Atuah. Teaching of Construction of Common Angles in the Junior High School: An Interventional Study. Sci. J. Appl. Math. Stat. 2022, 10(6), 98-104. doi: 10.11648/j.sjams.20221006.11

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AMA Style

Christiana Subaar, George Edusei, Emmanuel Gyan, Nelson Appiah-Agyei, Raymond Atuah. Teaching of Construction of Common Angles in the Junior High School: An Interventional Study. Sci J Appl Math Stat. 2022;10(6):98-104. doi: 10.11648/j.sjams.20221006.11

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@article{10.11648/j.sjams.20221006.11,
  author = {Christiana Subaar and George Edusei and Emmanuel Gyan and Nelson Appiah-Agyei and Raymond Atuah},
  title = {Teaching of Construction of Common Angles in the Junior High School: An Interventional Study},
  journal = {Science Journal of Applied Mathematics and Statistics},
  volume = {10},
  number = {6},
  pages = {98-104},
  doi = {10.11648/j.sjams.20221006.11},
  url = {https://doi.org/10.11648/j.sjams.20221006.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjams.20221006.11},
  abstract = {Common angles are one of the geometric constructions in Mathematics that contribute to pupils at Mother of Mercy Junior High School performing poorly on both internal and external examinations. Action research was employed to assist the pupils of Mother of Mercy Junior High School Form Two in overcoming their difficulties in constructing common angles. An Activity-based learning, as opposed to asking pupils to simply listen and take notes, was sought to remedy pupils’ difficulties constructing common angles. There were teaching and learning resources used in a well-structured class. To determine the impact of the interventional teaching tactics, assessments at the pre- and post-testing phases were used. A whole-class sampling technique was used to sample the pupils of Mother of Mercy Junior High School Form Two. Observation, interviews, and tests were the research instruments used in obtaining the data for the study. On the pretest, which revealed the degree of the pupils' poor performance in the abstract manner of teaching before the study's intervention, 78% (a total of 39) of the fifty pupils scored below the average mark of 5-7. However, the posttest findings show that 92% of pupils (a total of 46) got the average mark of 5-7, and above following the intervention, which involved pupils undertaking practical exercises and tasks. The posttest results revealed impressive performances. The study found that by using activity-based teaching strategies and instructional materials effectively, pupils' level of performance significantly increased. The study inspired a recommendation that the educational governmental organisations and non-governmental organisations in Ghana should share mathematical sets (instructional material) with the junior high school pupils at the onset of their studies and not on the day of examination. This will help improve their general performance in the examination when it comes to common angles in geometry.},
 year = {2022}
}

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TY  - JOUR
T1  - Teaching of Construction of Common Angles in the Junior High School: An Interventional Study
AU  - Christiana Subaar
AU  - George Edusei
AU  - Emmanuel Gyan
AU  - Nelson Appiah-Agyei
AU  - Raymond Atuah
Y1  - 2022/12/23
PY  - 2022
N1  - https://doi.org/10.11648/j.sjams.20221006.11
DO  - 10.11648/j.sjams.20221006.11
T2  - Science Journal of Applied Mathematics and Statistics
JF  - Science Journal of Applied Mathematics and Statistics
JO  - Science Journal of Applied Mathematics and Statistics
SP  - 98
EP  - 104
PB  - Science Publishing Group
SN  - 2376-9513
UR  - https://doi.org/10.11648/j.sjams.20221006.11
AB  - Common angles are one of the geometric constructions in Mathematics that contribute to pupils at Mother of Mercy Junior High School performing poorly on both internal and external examinations. Action research was employed to assist the pupils of Mother of Mercy Junior High School Form Two in overcoming their difficulties in constructing common angles. An Activity-based learning, as opposed to asking pupils to simply listen and take notes, was sought to remedy pupils’ difficulties constructing common angles. There were teaching and learning resources used in a well-structured class. To determine the impact of the interventional teaching tactics, assessments at the pre- and post-testing phases were used. A whole-class sampling technique was used to sample the pupils of Mother of Mercy Junior High School Form Two. Observation, interviews, and tests were the research instruments used in obtaining the data for the study. On the pretest, which revealed the degree of the pupils' poor performance in the abstract manner of teaching before the study's intervention, 78% (a total of 39) of the fifty pupils scored below the average mark of 5-7. However, the posttest findings show that 92% of pupils (a total of 46) got the average mark of 5-7, and above following the intervention, which involved pupils undertaking practical exercises and tasks. The posttest results revealed impressive performances. The study found that by using activity-based teaching strategies and instructional materials effectively, pupils' level of performance significantly increased. The study inspired a recommendation that the educational governmental organisations and non-governmental organisations in Ghana should share mathematical sets (instructional material) with the junior high school pupils at the onset of their studies and not on the day of examination. This will help improve their general performance in the examination when it comes to common angles in geometry.
VL  - 10
IS  - 6
ER  -

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Author Information

Christiana Subaar

Department of Physics, College of Science, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
George Edusei

Department of Biological, Physical & Mathematical Sciences, University of Environment & Sustainable Development, Somanya, Ghana
Emmanuel Gyan

Department of Pharmaceutical Sciences, Sunyani Technical University, Sunyani, Ghana
Nelson Appiah-Agyei

Department of Physics, College of Science, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
Raymond Atuah

Department of Science, St. John Bosco’s College of Education, Navrongo, Ghana

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APA Style

Christiana Subaar, George Edusei, Emmanuel Gyan, Nelson Appiah-Agyei, Raymond Atuah. (2022). Teaching of Construction of Common Angles in the Junior High School: An Interventional Study. Science Journal of Applied Mathematics and Statistics, 10(6), 98-104. https://doi.org/10.11648/j.sjams.20221006.11

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ACS Style

Christiana Subaar; George Edusei; Emmanuel Gyan; Nelson Appiah-Agyei; Raymond Atuah. Teaching of Construction of Common Angles in the Junior High School: An Interventional Study. Sci. J. Appl. Math. Stat. 2022, 10(6), 98-104. doi: 10.11648/j.sjams.20221006.11

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AMA Style

Christiana Subaar, George Edusei, Emmanuel Gyan, Nelson Appiah-Agyei, Raymond Atuah. Teaching of Construction of Common Angles in the Junior High School: An Interventional Study. Sci J Appl Math Stat. 2022;10(6):98-104. doi: 10.11648/j.sjams.20221006.11

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@article{10.11648/j.sjams.20221006.11,
  author = {Christiana Subaar and George Edusei and Emmanuel Gyan and Nelson Appiah-Agyei and Raymond Atuah},
  title = {Teaching of Construction of Common Angles in the Junior High School: An Interventional Study},
  journal = {Science Journal of Applied Mathematics and Statistics},
  volume = {10},
  number = {6},
  pages = {98-104},
  doi = {10.11648/j.sjams.20221006.11},
  url = {https://doi.org/10.11648/j.sjams.20221006.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjams.20221006.11},
  abstract = {Common angles are one of the geometric constructions in Mathematics that contribute to pupils at Mother of Mercy Junior High School performing poorly on both internal and external examinations. Action research was employed to assist the pupils of Mother of Mercy Junior High School Form Two in overcoming their difficulties in constructing common angles. An Activity-based learning, as opposed to asking pupils to simply listen and take notes, was sought to remedy pupils’ difficulties constructing common angles. There were teaching and learning resources used in a well-structured class. To determine the impact of the interventional teaching tactics, assessments at the pre- and post-testing phases were used. A whole-class sampling technique was used to sample the pupils of Mother of Mercy Junior High School Form Two. Observation, interviews, and tests were the research instruments used in obtaining the data for the study. On the pretest, which revealed the degree of the pupils' poor performance in the abstract manner of teaching before the study's intervention, 78% (a total of 39) of the fifty pupils scored below the average mark of 5-7. However, the posttest findings show that 92% of pupils (a total of 46) got the average mark of 5-7, and above following the intervention, which involved pupils undertaking practical exercises and tasks. The posttest results revealed impressive performances. The study found that by using activity-based teaching strategies and instructional materials effectively, pupils' level of performance significantly increased. The study inspired a recommendation that the educational governmental organisations and non-governmental organisations in Ghana should share mathematical sets (instructional material) with the junior high school pupils at the onset of their studies and not on the day of examination. This will help improve their general performance in the examination when it comes to common angles in geometry.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - Teaching of Construction of Common Angles in the Junior High School: An Interventional Study
AU  - Christiana Subaar
AU  - George Edusei
AU  - Emmanuel Gyan
AU  - Nelson Appiah-Agyei
AU  - Raymond Atuah
Y1  - 2022/12/23
PY  - 2022
N1  - https://doi.org/10.11648/j.sjams.20221006.11
DO  - 10.11648/j.sjams.20221006.11
T2  - Science Journal of Applied Mathematics and Statistics
JF  - Science Journal of Applied Mathematics and Statistics
JO  - Science Journal of Applied Mathematics and Statistics
SP  - 98
EP  - 104
PB  - Science Publishing Group
SN  - 2376-9513
UR  - https://doi.org/10.11648/j.sjams.20221006.11
AB  - Common angles are one of the geometric constructions in Mathematics that contribute to pupils at Mother of Mercy Junior High School performing poorly on both internal and external examinations. Action research was employed to assist the pupils of Mother of Mercy Junior High School Form Two in overcoming their difficulties in constructing common angles. An Activity-based learning, as opposed to asking pupils to simply listen and take notes, was sought to remedy pupils’ difficulties constructing common angles. There were teaching and learning resources used in a well-structured class. To determine the impact of the interventional teaching tactics, assessments at the pre- and post-testing phases were used. A whole-class sampling technique was used to sample the pupils of Mother of Mercy Junior High School Form Two. Observation, interviews, and tests were the research instruments used in obtaining the data for the study. On the pretest, which revealed the degree of the pupils' poor performance in the abstract manner of teaching before the study's intervention, 78% (a total of 39) of the fifty pupils scored below the average mark of 5-7. However, the posttest findings show that 92% of pupils (a total of 46) got the average mark of 5-7, and above following the intervention, which involved pupils undertaking practical exercises and tasks. The posttest results revealed impressive performances. The study found that by using activity-based teaching strategies and instructional materials effectively, pupils' level of performance significantly increased. The study inspired a recommendation that the educational governmental organisations and non-governmental organisations in Ghana should share mathematical sets (instructional material) with the junior high school pupils at the onset of their studies and not on the day of examination. This will help improve their general performance in the examination when it comes to common angles in geometry.
VL  - 10
IS  - 6
ER  -

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