Technology integrated guided inquiry-based learning approach and pre-service mathematics teachers’ attitude towards learning geometry
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Resumo
The study investigated the effects of technology-integrated guided inquiry (TGIBL), guided inquiry (GIBL), and traditional (TRAD) strategies on pre-service mathematics teachers’ attitudes towards geometry in college of teacher educations. The study employed nonequivalent quasi-experimental design with two experimental groups and control group. A three-stage sampling method was used. The experimental groups were exposed to TGIBL (n=48) and GIBL (n=38), while comparison group (n=30) with TRAD approach. The geometry attitude scale (GAS) questionnaire was the instrument employed to collect data from 116 PSMT. A one-way analysis of covariance, multiple comparison test and paired sample t-test were used to analyze data. The results of the study revealed that pre-service mathematics teachers who were exposed to the TGIBL had gained positive attitudes towards learning geometry than their counterparts exposed to the GIBL and TRAD, respectively. Moreover, the group taught with GIBL also shown to have a statistically significant difference with TRAD on attitude. Similarly, paired sample t-test also favored post-test score. Based on the results, TGIBL and GIBL approach should be embraced in the college of teacher educations to reinforce favorable attitudes towards learning geometry among pre-service mathematics teachers.
Dados da obra
- Tipo
- Artigo
- Periódico
- Mediterranean Journal of Social & Behavioral Research, v. 7, n. 1, p. 3-13
- Ano
- 2022 (2022-10-27)
- Idioma
- en
- Palavras-chave
- guided inquiry-based learning; pre-service mathematics teachers; geometry learning; teacher professional development; educational technology; inquiry-based learning
- Temas
- Formação de Professores de Matemática, Geometria
- DOI
- 10.30935/mjosbr/12560
- ISSN
- 2547-8559, 2547-8567
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
ESHETU, Dereje; ATNAFU, Mulugeta; WOLDEMICHAEL, Mulugeta. Technology integrated guided inquiry-based learning approach and pre-service mathematics teachers’ attitude towards learning geometry. Mediterranean Journal of Social & Behavioral Research, v. 7, n. 1, p. 3-13, 2022. DOI: https://doi.org/10.30935/mjosbr/12560.
APA
Eshetu, D., Atnafu, M., & Woldemichael, M. (2022). Technology integrated guided inquiry-based learning approach and pre-service mathematics teachers’ attitude towards learning geometry. Mediterranean Journal of Social & Behavioral Research, 7(1), 3-13. https://doi.org/10.30935/mjosbr/12560
BibTeX
@article{eshetu2022,
author = {Eshetu, Dereje and Atnafu, Mulugeta and Woldemichael, Mulugeta},
title = {Technology integrated guided inquiry-based learning approach and pre-service mathematics teachers’ attitude towards learning geometry},
year = {2022},
journal = {Mediterranean Journal of Social \& Behavioral Research},
volume = {7},
number = {1},
pages = {3-13},
doi = {10.30935/mjosbr/12560},
language = {en}
}RIS
TY - JOUR AU - Eshetu, Dereje AU - Atnafu, Mulugeta AU - Woldemichael, Mulugeta TI - Technology integrated guided inquiry-based learning approach and pre-service mathematics teachers’ attitude towards learning geometry PY - 2022 JO - Mediterranean Journal of Social & Behavioral Research VL - 7 IS - 1 SP - 3 EP - 13 DO - 10.30935/mjosbr/12560 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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