Research Article

Geometric perceptions of pre-service teachers and their geometric achievement

Gideon Mensah Banson 1 * , Ebenezer Bonyah 1 , Francis Ohene Boateng 1 , Raphael Owusu 1
More Detail
1 Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Tanoso-Kumasi, GHANA* Corresponding Author
Contemporary Mathematics and Science Education, 4(2), 2023, ep23020,
Published Online: 05 June 2023, Published: 01 July 2023
OPEN ACCESS   498 Views   249 Downloads
Download Full Text (PDF)


The study of geometry enables students to think critically and make reasonable assumptions. In this paper, we investigate the relationship between pre-service teachers’ (PSTs) perception and achievement in geometry. Convergent mixed method design, which is a mixed method approach based on the pragmatist paradigm of research was employed and a sample of 225 second year mathematics students participated in this study. Furthermore, the purposive sampling technique was used to select 10 students in order to gather data qualitatively. Questionnaire, geometry test and structured interview were used in collecting data. The perception and achievement of PSTs of this study showed a positively weak correlation. Exploring perceptions of PSTs, respondents indicated that geometry is an aspect of mathematics, and it entails shapes, angles, points, lines and many more. Participants also indicated that the content of geometry is not only about angles but there was one person who argued that geometry is all about angles. Since geometry is a broad aspect of mathematics, PSTs should be engaged in more of its content, even beyond angle properties and shapes. Some parts of geometry that deals with application of concepts in finding equations, making deductions and proving theorems should be stressed as vital in learning geometry.


Banson, G. M., Bonyah, E., Boateng, F. O., & Owusu, R. (2023). Geometric perceptions of pre-service teachers and their geometric achievement. Contemporary Mathematics and Science Education, 4(2), ep23020.


  1. Abushariefeh, A. A. (2016). The importance of the inclusion of pragmatics in the English as a second language (ESL) classroom: Maximizing the communicative competence of Arabic-speaking English language learners [Doctoral dissertation, University of San Francisco].
  2. Ahmad, N. A., Azizan, F. L., Rahim, N. F., Jaya, N. H., Shaipullah, N. M., & Siaw, E. S. (2017). Relationship between students’ perception toward the teaching and learning methods of mathematics’ lecturer and their achievement in pre-university studies. International Education Studies, 10(11), 129-134.
  3. Ahmed, A. (2010). A comparative study of the effectiveness of Vygotsky’s concept of zone of proximal development and traditional method for teaching mathematics at elementary level. Pakistan Journal of Education, 27(1).
  4. Akayuure, P., Asiedu-Addo, S. K., & Alebna, V. (2016). Investigating the effect of origami instruction on preservice teachers spartial ability and geometrical knowledge for teaching. International Journal of Education in Mathematics, Science and Technology, 4(3), 198-209.
  5. Al Meslamani, A. Z. (2019). Re: Attitudes vs. perceptions: Can these 2 terms be used interchangeably?
  6. Ayre, H. G. (1965). Analytic geometry.
  7. Cohen, L., Manion, L., & Morrison, K. (2017). Mixed methods research. In L. Cohen, L. Manion, & K. Morrison (Eds.), Research methods in education (pp. 31-50). Routledge.
  8. Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE.
  9. Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research. SAGE.
  10. Dillon, M. I. (2018). Geometry through history. Springer.
  11. Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The Qualitative Report, 8(4), 597-606.
  12. Hagan, J. E., Amoaddai, S., Lawer, V. T., & Atteh, E. (2020). Students’ perception towards mathematics and its effects on academic performance. Asian Journal of Education and Social Studies, 8(1), 8-14.
  13. Hourigan, M., & Leavy, A. M. (2017). Preservice primary teachers’ geometric thinking: Is pre-tertiary mathematics education building sufficiently strong foundations? The Teacher Educator, 52(4), 346-364.
  14. Kanafiah, S. F. H. M., & Jumadi, A. (2013). Students’ perception towards mathematics: Attitudes, interests and lecturers’ teaching. In Proceedings of the International Symposium on Mathematical Sciences and Computing Research (pp. 6-7).
  15. Kaya, D., & Aydin, H. (2016). Elementary mathematics teachers’ perceptions and lived experiences on mathematical communication. EURASIA Journal of Mathematics, Science & Technology Education, 12(6), 1619-1629.
  16. Lewis, A. (1999). Past and present perceptions surrounding mission education: A historical metabletical overview [Doctoral dissertation, University of Stellenbosch].
  17. Maat, S. M. B., & Zakaria, E. (2010). The learning environment, teacher’s factor and students’ attitude towards mathematics amongst engineering technology students. International Journal of Academic Research, 2(2), 16-20.
  18. Marshall, E., & Samuels, P. (2017). Checking normality for parametric tests.
  19. Mokgwathi, M. S., Graham, M. A., & Fraser, W. (2019). The Relationship between grade 9 teacher’s and learner’s perceptions and attitudes with their mathematics achievement. International Journal of Instruction, 12(1), 841-850.
  20. Naidoo, J., & Kapofu, W. (2020). Exploring female learners’ perceptions of learning geometry in mathematics. South African Journal of Education, 40(1), 1727.
  21. Ozerem, A. (2012). Misconceptions in geometry and suggested solutions for seventh grade students. Procedia-Social and Behavioral Sciences, 55, 720-729.
  22. Ozyildirim Gumus, F., Zeybek, N., & Aydin, S. (2021). Teaching geometry with different activities to investigate the students’ perceptions, attitudes and self-efficacies. International Online Journal of Education and Teaching, 8(2). 1083-1105.
  23. Rusche, S. N., & Jason, K. (2011). “You have to absorb yourself in it” using inquiry and reflection to promote student learning and self-knowledge. Teaching Sociology, 39(4), 338-353.
  24. Salim, K., & Tiawa, D. H. (2015). Implementation of structured inquiry based model learning toward students’ understanding of geometry. International Journal of Research in Education and Science, 1(1), 75-83.
  25. Schober, P. (2018). Correlation coefficients: Appropriate use and interpretation. Anesthesia & Analgesia, 126(5), 1763-1768.
  26. Singmaster, D. (1982). Euclidean and non-Euclidean geometries by Marvin Jay Greenberg. The Mathematical Gazette, 66(436), 172-173.
  27. Sudihartinih, E., & Wahyudin, W. (2019). Analysis of students’ self-efficacy reviewed by geometric thinking levels and gender using Rasch model. Journal of Engineering Science and Technology, 14(1), 509-519.
  28. Tieng, P. G., & Kwan Eu, L. (2014). Improving students’ van Hiele level of geometric thinking using geometer’s sketchpad. The Malaysian Online Journal of Educational Technology, 2(3), 20-31.
  29. Vojkuvkova, I. (2012). The van Hiele model of geometric thinking. WDS’12 Proceedings of Contributed Papers, 1, 72-75.