Exploring Gender Disparity in Geometry Learning Using Van Hiele's Model: A Quasi-Experimental Study of Final Year Male and Female Students' Performance

Abstract

There are mixed findings and views about the gender gap in mathematics learning. While some studies have revealed that only men have the capacity to dominate in mathematics as compared to their female counterparts, other studies have found that women have the potential to even outperform their male counterparts in mathematics. There continues to be growing uncertainty regarding male and female students learning and performance in mathematics. This current study, however, was designed to explore the nexus between gender and geometry performance with respect to male and female students’ geometry learning. The study employed a one-group quasi-experimental design with a population and sample size of 360 and 186, respectively. Stratified and random sampling processes were used to select the sample members. Data for the study were collected using a questionnaire (Google Form) and a Geometry Achievement Test (pretest and posttest). Data analysis was done using SPSS’s descriptive procedures and a paired samples t-test. The study found that: 1) there was a significant difference between male and female students academic performance in geometry, p(< .000). 2) The study also found that the use of Van Hiele’s geometry thinking model contributed to improved geometry learning and performance. The study therefore recommended that teachers should make use of Van Hiele’s model in teaching geometry and give equal support or pay equal attention to both male and female students in the classroom during teaching and learning.