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All Journal Journal of Education and Learning (EduLearn) Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences
Muhammad Nasiru Hassan
Sokoto State University
Humanities Education Environmental Science Library & Information Science Mathematics Physics Social Sciences Other

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Attitude towards learning school geometry: an exploratory and confirmatory factor analysis in the Nigerian context Muhammad Nasiru Hassan; Muhammad Ammar Naufal; Abdul Halim Abdullah
Journal of Education and Learning (EduLearn) Vol 20, No 1: February 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i1.23545

Abstract

Attitude is a critical factor influencing students’ success in learning geometry and mathematics, which has been a subject of global interest in educational research. This study aimed to develop a valid and reliable instrument to measure students’ attitudes toward learning geometry in Nigeria, based on the affective, behavioral, and cognitive (ABC) model. The instrument was tested on a sample of 100 secondary school students in Nigeria. To ensure its validity, both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were employed. The EFA results indicated a three-factor structure consisting of 20 items, which was further verified through CFA, showing good model fit indices and supporting the instrument’s robustness. The reliability of the instrument was also confirmed, with Cronbach’s alpha coefficients ranging from 0.73 to 0.89, suggesting strong internal consistency across the three attitude components. The findings indicate that the developed instrument is a reliable and valid tool for assessing secondary school students’ attitudes toward geometry, capturing their emotional, behavioral, and cognitive responses to the subject. This study contributes significantly to the field of mathematics education by offering a context-specific tool for measuring attitudes, which could inform the development of more effective teaching strategies tailored to students’ attitudes toward geometry.
Improving Students' Geometric Thinking Levels through a Van Hiele Learning Module Integrated with Ethnomathematics Arman Ramadan; Muhammad Ammar Naufal; Nur Wahidin Ashari; Muhammad Nasiru Hassan
Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Vol. 5 No. 5 (2026): Volume 5 Nomor 5 Tahun 2026
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/venn.v5i5.607

Abstract

Analytic geometry learning often emphasizes symbolic procedures, while students’ spatial visualization and geometric reasoning remain underdeveloped. This gap highlights the urgency of developing culturally contextualized learning materials that connect concrete spatial experiences with formal mathematical concepts. This study aims to develop and evaluate the effectiveness of a local wisdom-based analytic geometry module in improving students’ geometric thinking levels (GTL). The study employed Research and Development (R&D) using the ADDIE framework, comprising Analysis, Design, Development, Implementation, and Evaluation. Participants were 36 third-semester pre-service mathematics teachers at Universitas Negeri Makassar, selected purposively. Data were collected through module validation sheets, student response questionnaires, and a seven-item open-ended Geometric Thinking Test, and analyzed descriptively and using the Wilcoxon Signed-Rank Test. The module achieved high validity based on subject matter (0.92) and cultural (0.80) expert validation and high practicality (83.79%). Wilcoxon analysis indicated a significant improvement in GTL (Z = −5.233; p < 0.001). Students reaching Level 3 (Formal Deduction) increased from 0% to 69.4%, while 2.8% reached Level 4 (Rigor). Integrating traditional-house wireframes and weaving patterns provided visual-cultural scaffolding that bridged spatial intuition and formal algebraic reasoning. These findings demonstrate the module’s potential to strengthen formal geometric reasoning and support culturally responsive mathematics education. Future studies should examine its effectiveness using larger, diverse samples and comparative designs.
Co-Authors Abdul Halim Abdullah Arman Ramadan Muhammad Ammar Naufal Nur Wahidin Ashari