Realist hands-on learning approach and its contributions to learners’ conceptual understanding and problem-solving skills on solid geometry

Girma Tessema; Kassa Michael; Solomon Areaya

doi:10.29333/pr/14096

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Girma Tessema ¹ ^* , Kassa Michael ¹ , Solomon Areaya ¹

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¹ Department of Science and Mathematics Education, Addis Ababa University, Addis Ababa, ETHIOPIA^* Corresponding Author

Abstract

This study aimed to examine the application of a realist hands-on learning approach and its contributions to optimizing the solid geometry conceptual understanding and problem-solving skills of students. It employed a non-equivalent pre-/post-test quasi-experimental research design. The results showed that there was a statistically significant mean difference between the intervention group and the comparison group, with an effect size of d=.825 for the students’ solid geometry conceptual understanding and d=.930 for the students’ problem-solving skills. Furthermore, a strong correlation was observed between students’ conceptual understanding and problem-solving skills in solid geometry, with an r² of .6413. These indicate that the use of a realist hands-on approach positively contributes to optimizing learners’ conceptual understanding and problem-solving skills. It also provides contextually relevant learning opportunities; therefore, it is recommended that teachers and concerned bodies employ a realist hands-on approach to make solid geometry learning concrete and practical.

Keywords

Realist-hands-on approach
solid geometry
problem-solving skills
conceptual understanding

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

PEDAGOGICAL RES, Volume 9, Issue 1, January 2024, Article No: em0186

https://doi.org/10.29333/pr/14096

Publication date: 03 Jan 2024

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Article Downloads: 532

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How to cite this article

APA

Tessema, G., Michael, K., & Areaya, S. (2024). Realist hands-on learning approach and its contributions to learners’ conceptual understanding and problem-solving skills on solid geometry. Pedagogical Research, 9(1), em0186. https://doi.org/10.29333/pr/14096

Vancouver

Tessema G, Michael K, Areaya S. Realist hands-on learning approach and its contributions to learners’ conceptual understanding and problem-solving skills on solid geometry. PEDAGOGICAL RES. 2024;9(1):em0186. https://doi.org/10.29333/pr/14096

AMA

Tessema G, Michael K, Areaya S. Realist hands-on learning approach and its contributions to learners’ conceptual understanding and problem-solving skills on solid geometry. PEDAGOGICAL RES. 2024;9(1), em0186. https://doi.org/10.29333/pr/14096

Chicago

Tessema, Girma, Kassa Michael, and Solomon Areaya. "Realist hands-on learning approach and its contributions to learners’ conceptual understanding and problem-solving skills on solid geometry". Pedagogical Research 2024 9 no. 1 (2024): em0186. https://doi.org/10.29333/pr/14096

Harvard

Tessema, G., Michael, K., and Areaya, S. (2024). Realist hands-on learning approach and its contributions to learners’ conceptual understanding and problem-solving skills on solid geometry. Pedagogical Research, 9(1), em0186. https://doi.org/10.29333/pr/14096

MLA

Tessema, Girma et al. "Realist hands-on learning approach and its contributions to learners’ conceptual understanding and problem-solving skills on solid geometry". Pedagogical Research, vol. 9, no. 1, 2024, em0186. https://doi.org/10.29333/pr/14096