Evaluating the Effectiveness of Van Hiele Model in Enhancing Geometric Thinking Levels among Secondary School Students’ in Sokoto Metropolis, Nigeria
Nura Abdullahi
*Department of Mathematics/ Statistics, School of Technology, Federal Polytechnic Idah, Kogi State, Nigeria. Email: nurasifawafepoda@gmail.com
Cite this as: Abdullahi, N. (2026). Evaluating the Effectiveness of Van Hiele Model in Enhancing Geometric Thinking Levels among Secondary School Students’ in Sokoto Metropolis, Nigeria. Rima International Journal of Education, 5(1), 153—166. DOI: https://doi.org/10.65760/rijessu.v5.1.11
Abstract
Geometry is a critical component of the mathematics curriculum, essential for developing spatial reasoning and foundational for numerous scientific fields. However, students in Nigeria persistently demonstrate low geometric thinking levels, a challenge this study addressed by investigating the effectiveness of the Van Hiele instructional model. Utilizing a quasi-experimental, non-randomized control group pretest-posttest design, the research involved 377 senior secondary students from Sokoto metropolis. An experimental group was taught using the Van Hiele Model, while a control group received conventional instruction. Data were collected using the Van Hiele Model Geometric Thinking Level Test (VHMGTLT). The findings revealed that the vast majority of students in both groups operated below the foundational Visualization (Level 1) stage. The results was analyzed using descriptive statistics and the Mann-Whitney U test, revealed a statistically significant improvement in the experimental group. All students in this group attained at least Level 1, with many progressing to Informal Deduction (Level 3). Conversely, the control group demonstrated no meaningful progress. The study concludes that the Van Hiele Model is a highly effective strategy for significantly enhancing students' geometric thinking levels and recommends its adoption by mathematics teachers and integration into the curriculum
Keywords
Van Hiele Model, Geometric Thinking Levels, Geometry, Secondary School, Conventional Approach
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