VAN Hiele Model And Student Achievement In Mathematics: QUASI-EXPERIMENTAL

Abstract

This quantitative research, specifically a quasi-experimental study utilizing a pre-test-post-test design, aimed to determine the mathematics achievement of Grade 7 junior high school students in Makilala, North Cotabato, using a Van Hiele model to solve geometry problems, specifically polygons. This study used a validated 30-item test questionnaire to determine the level of mathematics achievement in geometry among Grade 7 junior high school students. The study had a total of 74 respondents, with 37 students in the experimental group and 37 in the control group. Mean, standard deviation, t-tests, and Cohen’s d were used to analyze the data. The results showed a significant difference between the pre-test and post-test mean scores of students in both groups—control (conventional) and experimental (Van Hiele) groups. Further, the mean gain score of the experimental group (Van Hiele) is higher than the control group (conventional). Lastly, the results indicated that the Van Hiele model method of teaching, utilizing the five phases of teaching, has a positive impact, leading to a large effect on the students' achievement in mathematics, specifically in terms of learning polygons (Cohen’s d = 2.94).