Effect of Van Hiele Model of Instruction on Student Geometric Thinking and Alleviating Misconception in Solving Geometric Problem among Senior Secondary School Student in Sokoto Metropolis, Nigeria
*1Nura Abdullahi, 2Muhammad Nasiru Hassan & 3Shamsudeen Bello
*1School of Technology, Federal Polytechnic Idah, Kogi State, Nigeria Email: nurasifawafepoda@gmail.com
2&3Department of Science Education, Faculty of Education, Sokoto State University, Sokoto State, Nigeria Emails: muhammad.nasiruhassan@ssu.edu.ng2 & shamsudeen.bello@ssu.edu.ng3
Abstract
Geometry, as a fundamental component of mathematics, is essential for developing spatial reasoning, spatial visualization, and problem-solving skills. However, students in Nigeria, like their peers worldwide, often experience persistent challenges and misconceptions in learning geometry. This study investigates the effectiveness of Van Hiele Model of Instruction on Students Geometric Thinking and Alleviating Misconception in Solving Geometric Problem among Senior Secondary School Students in Sokoto Metropolis, Nigeria. A quasi-experimental pre-test post-test design was employed with 377 Senior Secondary II students selected through proportionate sampling, divided into experimental and control groups. Two instruments the Van Hiele Geometric Thinking Level Test (VHGTLT) and a five-tier Students’ Geometry Problem Misconception Test (5T-SGPMT) were used for data collection. Descriptive statistics was used to answer the research questions and Mann Whitney U test was used to test the null hypotheses. Findings revealed that students taught with Van Hiele Instructional Model progressed to higher geometric thinking levels and demonstrated stronger conceptual understanding with fewer misconceptions than those taught with conventional approach with differences statistically significant. The study concludes that the Van Hiele instructional model is an effective teaching strategy for developing geometric thinking and correcting misconceptions. It recommends the integration of the Van Hiele model into classroom practices, teacher training programs, and curriculum development to improve geometry learning outcomes.
Keywords
Geometry, Geometric Thinking, Misconception, Van Hiele Instructional Model, Conventional Teaching Approach
Reference
Adolphus, T. (2011). Problems of teaching and learning of geometry in secondary schools in Rivers State, Nigeria. Journal of Education and Practice, 1(6), 143–152.
Agnes, O. O. (2023). Determining the conceptual and misconceptual. Journal of Science, Technology and Mathematics Pedagogy, 1(1), 180–188.
Arman, I. M. D. (2021). The impact of the Van Hiele model in correcting mathematical misconceptions among 10th grade students: An interpretive study. International Journal of Education and Research, 18(4).
Aremu, A., Adegboye, O., & Chen, X. (2025). Factors influencing Nigerian students’ low performance in mathematics and geometry-related tasks: Evidence from national assessments. Frontiers in Psychology, 16, 1577912. https://doi.org/10.3389/fpsyg.2025.1577912
Atebe, H. U., & Schäfer, M. (2011). The nature of geometry instruction and observed learning-outcomes opportunities in Nigerian and South African high schools. African Journal of Research in Mathematics, Science and Technology Education, 15(2), 191–204.
Cho, P. T., & Win, H. (2020). A study of misconceptions about geometry in middle school learners. International Journal of Education and Research, 18(9).
Hassan, A. A. (2015). Effect of Van Hiele’s geometric model on pedagogical abilities of Nigeria Certificate in Education mathematics students in Niger State (Unpublished doctoral dissertation). Ahmadu Bello University, Zaria, Nigeria.
Hassan, M. N. (2021). Integrating iSTEM into Van Hiele phases of learning geometry to alleviate students’ geometric thinking and attitude towards learning geometry (Unpublished doctoral dissertation).
Hassan, M. N., Abdullah, A. H., & Ismail, N. (2020). Effects of VH-iSTEM learning strategy on basic secondary school students’ degree of acquisition of Van Hiele levels of thinking in Sokoto State, Nigeria. Universal Journal of Educational Research, 8(9), 4489–4498. https://doi.org/10.13189/ujer.2020.080948
Hassan, M. N., Abdullah, A. H., & Ismail, N. (2023). Rethinking strategy on developing students’ levels of geometric thinking in Sokoto State, Nigeria. International Journal of Evaluation and Research in Education, 12(1), 444–450. https://doi.org/10.11591/ijere.v12i1.23531
Joshi, D. R. (2017). Effectiveness of Van Hiele Approach in Teaching Geometry, Unpublished Master Degree Thesis, T. U. Kirtipur, Kathmandu.
Luneta, K., & Makonye, J. P. (2015). Understanding students’ misconceptions: An analysis of final Grade 12 examination questions in geometry. Pythagoras, 36(1), 1–11.
Mdyunus, A. S., & Hock, T. T. (2019). Geometric thinking of Malaysian elementary school students. Journal of Education and Practice, 12(1), 1095–1112.
Thapa, R. (2017). Students’ Van Hiele level of geometric thought and its relationship to their achievement in mathematics (Unpublished master’s thesis). Tribhuvan University, Kirtipur, Kathmandu.
Usiskin, Z. (1982). Van Hiele levels and achievement in secondary school geometry: CDASSG Project (p. 321). University of Chicago. https://doi.org/10.1017/CBO9781107415324.004
Widodo, A., Sopandi, W., & Wu, H. K. (2020). Developing a five-tier diagnostic test to identify students’ misconceptions in science: An example of heat transfer concepts. Ilkogretim Online, 19(3), 1014–1029.