Abstract

This research explores the impact of the Van Hiele instructional model on geometry education for senior secondary students in the Nsukka Education Zone of Enugu State, Nigeria. A total of 128 students from four co-educational secondary schools participated in a quasi-experimental study with a non-equivalent group pretest–posttest design. Classes were randomly designated as either the experimental group, which received instruction via the Van Hiele model, or the control group, which was exposed to traditional teaching methods. Two validated tools, the Geometry Attitude Scale (GAS) and the Geometry Achievement Test (GAT), were used to gather data. The study focused on assessing how these instructional strategies influenced students’ attitudes toward geometry and their performance in the subject. Reliability for these instruments was established with Cronbach Alpha and Kuder-Richardson 20 coefficients of 0.81 and 0.85, respectively. ANCOVA analysis indicated a significant improvement in the mean achievement scores for students taught using the Van Hiele model compared to those receiving conventional instruction. Additionally, the findings revealed no significant gender differences in achievement scores and no significant interaction between instructional methods and gender. The study underscores the potential of the Van Hiele instructional model to enhance students’ understanding and attitude toward geometry, suggesting its integration into the curriculum. Again, comprehensive training programs for teachers on the Van Hiele model are essential, including workshops and in-service training sessions.