Investigating the Nexus Between Prior Knowledge in Plane Geometry (I) and Senior High School Students’ Performance in Circle Theorem in Sefwi Wiawso Municipality
DOI:
https://doi.org/10.58425/jetm.v4i1.313Keywords:
Prior knowledge, circle theorem, circle geometry, geometric thinking model, student performance, circle properties, plane geometryAbstract
Aim: This study aimed to reveal the powerful role played by students’ background knowledge of Plane Geometry (I) in their learning of the circle theorem (Plane Geometry II).
Methods: The study employed a correlational design with a sample of 210 students selected from a population of 440. The sample members were chosen for the study using a systematic random sampling technique. The study measured students’ confidence levels in their prior knowledge of Plane Geometry (I) using descriptive statistics (mean and standard deviation). The study analyzed the relationship between students’ Plane Geometry (I) background knowledge and their circle theorem test performance using a simple linear regression model.
Results: The descriptive statistics showed that students had the least confidence in their understanding of properties and theorems in Plane Geometry (I), (M = 1.88, SD = 1.05). This revealed a gap in foundational knowledge that may impact their learning of the Circle Theorem. The linear regression model summary revealed that background knowledge in Plane Geometry (I) as the predictor variable has a significant relationship with students’ test performance in circle theorem r2 = .111, F(10,199)= 2.475, P=.008.
Conlusion: Students are more likely to perform better in circle theorem if they have solid and better background knowledge in Plane Geometry (I).
Recommendation: Teachers should employ inquiry-based and hands-on learning strategies to reinforce students’ understanding of Plane Geometry (I) concepts to provide a foundation for learning success in circle.
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