Comparison between concept-based and procedure-based in circle theorems
Background: The debate between concept-based instruction and procedure-based approaches to improving students’ performance, understanding, and skill development in Circle Theorems cannot be over-emphasized. The researchers employed the non-equivalent quasi-experimental design to investigate the effe...
Saved in:
| Published in: | Journal of Advanced Sciences and Mathematics Education Vol. 5; no. 1; pp. 151 - 163 |
|---|---|
| Main Authors: | , |
| Format: | Journal Article |
| Language: | English |
| Published: |
FoundAE
01.06.2025
|
| Subjects: | |
| ISSN: | 2798-9852, 2798-1606 |
| Online Access: | Get full text |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | Background: The debate between concept-based instruction and procedure-based approaches to improving students’ performance, understanding, and skill development in Circle Theorems cannot be over-emphasized. The researchers employed the non-equivalent quasi-experimental design to investigate the effectiveness and appropriateness of the two methods, using circle theorems. Aim: This study aims to compare the effectiveness of concept-based and procedure-based instructional approaches in the teaching of Circle Theorems among senior high school students. Method: A quasi-experimental design was adopted involving 70 students selected from two purposively sampled schools. One school was assigned as the experimental group (concept-based instruction) and the other as the control group (procedure-based instruction). Geometry achievement tests were administered as pre-tests and post-tests. Data were analyzed using paired sample t-tests, independent sample t-tests, and effect size calculations with a significance level set at 5%. Result: The findings showed statistically significant differences between the experimental and control groups. Students taught using concept-based instruction performed significantly better than those taught through procedure-based instruction. High effect sizes further supported the superiority of the concept-based approach. Conclusion: Concept-based instruction enhances students’ understanding and performance in Circle Theorems. It is recommended that mathematics educators adopt teaching methods that promote conceptual understanding and active knowledge construction over algorithmic procedures. |
|---|---|
| ISSN: | 2798-9852 2798-1606 |
| DOI: | 10.58524/jasme.v5i1.468 |