Research Article

Using activity method to address students’ problem-solving difficulties in circle geometry

Romuald Koffi Mifetu 1 *
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1 E.P. Senior High School, Hohoe, GHANA* Corresponding Author
Contemporary Mathematics and Science Education, 4(1), 2023, ep23016, https://doi.org/10.30935/conmaths/13079
Published: 14 March 2023
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ABSTRACT

This action research sought to address the problem-solving difficulties of students in circle geometry problems using activity method of teaching and learning. The study in investigated students’ difficulties in solving circle geometry problems. It also found out how activity method of teaching and learning helped address the students’ difficulties of solving circle geometry problems. Finally, it established the extent to which the activity method of teaching and learning affected the performance of students in circle geometry. The accessible population was all form two students at Zion College in the Volta Region of Ghana. It numbered 499. The sample was general science 2B students. The sample size was 27 students made up of 10 girls and 17 boys. The instruments for data collection were pre- and post-test. The pre-test was conducted to establish the existence of the difficulties of students in solving circle geometry problems. After establishing the problems, activity method of teaching and learning was used as an intervention to remedy the situation. A post-test was administered to measure the improvement. The data was presented using tables and figures. Inferential statistics was also used to analyze the data. From the analysis, activity method help the students solve complex questions, which demand multiple circle theorems to solve. It was recommended that mathematics teachers should always use activity method of teaching and learning in teaching circle geometry.
Keywords: activity method, circle geometry, problem-solving, students’ difficulties

CITATION (APA)

Mifetu, R. K. (2023). Using activity method to address students’ problem-solving difficulties in circle geometry. Contemporary Mathematics and Science Education, 4(1), ep23016. https://doi.org/10.30935/conmaths/13079

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