Implementation of an intervention program to enhance student teachers’ active learning in transformation geometry

Abstract

Active learning strategies are purported to be effective in enhancing students’ understanding of concepts that would otherwise be difficult to master through other strategies of mediating learning. This study forms part of a bigger study where pre-service teachers’ errors and misconceptions in transformation geometry were identified, analyzed and then addressed. The focus of this current study is on exploring the implementation of a van Hiele phase-based instruction to address the students’ misconceptions through the facilitation of active learning. The instructional program was implemented with 82 pre-service teachers (student teachers) and field notes, observations and informal conversations with students were used to collect data during the implementation. A test was then given at the end of the intervention to determine the effect of the intervention on student performance. Findings suggest active learning can be promoted, through the use of van Hiele phase-based intervention program, to address effectively students’ misconceptions.