Gender Differences in Van Hiele Geometric Thinking Levels Among Ghanaian Senior High School Students
Department of Teacher Education, Kwame Nkrumah University of Science and Technology (KNUST), Kumasi, Ghana
Author: Charles Siaw Obeng
Research Area: Mathematics Education
Study Area: Van Hiele Geometric Thinking
Participants: 320 Year Three Senior High School students
Instrument: Van Hiele Geometry Test (VHGT)
Research Design: Quantitative descriptive cross-sectional design
Abstract
This study investigated whether gender differences exist in the Van Hiele geometric thinking levels of Year Three Senior High School students in the Asante Akim South Municipality, Ghana. Specifically, the study examined whether significant differences existed in the overall geometric thinking levels between male and female students and whether gender differences occurred across the individual Van Hiele geometric thinking levels. A quantitative descriptive cross-sectional research design was employed.
The study involved 320 Year Three students selected from three public senior high schools using proportionate stratified random sampling. Data were collected using the Van Hiele Geometry Test (VHGT) developed by Usiskin (1982). Descriptive statistics, an independent samples t-test, and a chi-square test were used to analyze the data.
Male students recorded a slightly higher mean geometric thinking level (M = 2.22, SD = 0.79) than female students (M = 2.07, SD = 0.84); however, the difference was not statistically significant, t(318) = 1.86, p = .065. Similarly, the chi-square test revealed no statistically significant association between gender and students' distribution across the Van Hiele geometric thinking levels, χ² = 2.38, p = .30.
Keywords
Research Objectives
The study investigated whether gender differences exist in the geometric thinking levels of Year Three Senior High School students in the Asante Akim South Municipality.
Objective 1: To determine whether there is a significant difference in the overall Van Hiele geometric thinking levels between male and female students.
Objective 2: To determine whether there are significant gender differences across the individual Van Hiele geometric thinking levels.
Methodology
A quantitative descriptive cross-sectional research design was employed.
The final sample consisted of 320 Year Three students, comprising 186 females (58.13%) and 134 males (41.88%).
The Van Hiele Geometry Test (VHGT) developed by Usiskin (1982) was used to assess the geometric thinking levels of the participants.
The study used an independent samples t-test to examine differences between male and female students' overall Van Hiele geometric thinking levels and a chi-square test to examine gender differences across the individual Van Hiele levels.
Key Findings
Male students: M = 2.22, SD = 0.79
Female students: M = 2.07, SD = 0.84
Independent samples t-test: t(318) = 1.86, p = .065
Chi-square: χ² = 2.38, p = .30
Conclusion
The study concludes that male and female students demonstrate comparable levels of geometric reasoning within the sampled students.
The study recommends that geometry instruction should emphasize learner-centered teaching strategies and rich instructional experiences that enhance geometric thinking for all students rather than adopting gender-specific instructional approaches.
About the Author
Charles Siaw Obeng is a mathematics educator and researcher whose research interests include mathematics education, geometry and geometric thinking.
ORCID: 0009-0003-7313-3250