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Grade 8 Learners’ Impediments When Learning Geometry: A Case Of One High School, Eastern Cape South Africa Chiphambo, Shakespear Maliketi
IndoMath: Indonesia Mathematics Education Vol 7, No 2 (2024): August 2024
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/indomath.v7i2.106

The study aimed to identify and understand the specific challenges that Grade 8 learners face in learning geometry within the context of one high school in the Eastern Cape region of South Africa. The study explores Grade 8 learners’ impediments when learning geometry. The study uses van Hiele’s geometric thinking theory which provides the framework for how learners learn geometry. The study employed a qualitative approach guided by the case study design and subjected textual qualitative data to thematic content analysis. Nine Grade 8 learners were purposely selected from the cohort of 56 learners using diagnostic test results. The study reveals impediments that inhibit learners from performing well in geometry, such as lack of mathematical language proficiency, failure to make meaning of the mathematical concepts and terminology, lack of English language proficiency, poor teaching methods, and learners’ negligence of mathematical rules. The study recommends mathematics teachers implement language support strategies for learners, develop learners’ conceptual understanding of geometry, emphasize symbolic representation when teaching, support learners’ English language development, engage learners with geometry rules, make use of differentiated instruction, promote a growth mindset, and ask the Department of Education to provide professional development for educators.

The effect of teaching props on the mathematical problem-solving skills: A meta-analysis study Widodo, Sri Adi; Sari, Yuyun Novita; Chiphambo, Shakespear Maliketi; Fitriani, Nelly; Sulistyowati, Fitria; Murtafiah, Wasilatul; Pratama, Deri Fadly
Jurnal Infinity Vol 14 No 1 (2025): VOLUME 14, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i1.p235-258

Researchers have widely researched the effects of teaching props, and most concluded that, statistically, there is an effect on problem-solving ability. However, how significant is the effect on problem-solving ability, and whether their research results are parallel to other research they have yet to do? So, the reliability of research related to teaching props still needs to be considered. This research aims to analyze the results that examine teaching props on problem-solving abilities. The method used in this research is meta-analysis. This research was carried out through meta-analysis stages, namely determining inclusion criteria, collecting data and coding variables, statistical analysis by determining the effect size, and making conclusions from the data obtained. Data collection was carried out by collecting data from research conducted from 2018 to 2023 on the Google Scholar database. This data collection obtained twenty-six (26) studies that met the inclusion criteria for extraction from research and development, experimental, and quasi-experimental. Effect size measures the effect of teaching props on students' problem-solving abilities. Based on these calculations, an effect size value of 2.449. This research indicates a significant and positive influence between teaching props and students' problem-solving skills, especially in mathematical learning. Therefore, it is necessary to develop teaching props to improve mathematical problem-solving skills.

Solid Foundation, Teacher’s Competency, and Learner Support as Determinants of Learners’ Interest in Learning Geometry Zinge, Vuyolwethu; Chiphambo, Shakespear Maliketi
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 9 No 1 (2025): Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Urogram Studi Pendidikan Matematika, Universitas Ivet

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31331/medivesveteran.v9i1.3434

The study aimed to explore the relationship between a solid foundation in geometry and learners' interest in learning geometry, the extent to which teacher competency influences learners' interest in learning geometry and how the availability of learner support impacts learners' interest in learning geometry. The study employed a theoretical framework combining the Social Cognitive Theory, Self-Determination Theory, and the Conceptual Change Model as the lens to analyse the collected data on the topic. The study employed a theoretical framework combining the Social Cognitive Theory, Self-Determination Theory, and the Conceptual Change Model as the lens to analyse the collected data on the topic. The study employed a systematic sampling technique to select 60 learners (20 from each of the selected schools in the circuit, (Grade 10= 26 and Grade 11= 34). From the cohort of 420. After testing the three null hypotheses, each at 0.05 significance level, H0: There is no significant relationship between the combined effects of solid foundation and learner support on learners' interest in learning geometry. One was accepted, H0: No significant relationship exists between a teacher’s geometry competence and learners' interest in geometry. To improve support mechanisms, for example, creating mentoring programs, offering additional tutoring or assistance, providing resources for self-directed learning, or fostering a supportive learning environment.

The effect of teaching props on the mathematical problem-solving skills: A meta-analysis study Widodo, Sri Adi; Sari, Yuyun Novita; Chiphambo, Shakespear Maliketi; Fitriani, Nelly; Sulistyowati, Fitria; Murtafiah, Wasilatul; Pratama, Deri Fadly
Jurnal Infinity Vol 14 No 1 (2025): VOLUME 14, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i1.p235-258

Researchers have widely researched the effects of teaching props, and most concluded that, statistically, there is an effect on problem-solving ability. However, how significant is the effect on problem-solving ability, and whether their research results are parallel to other research they have yet to do? So, the reliability of research related to teaching props still needs to be considered. This research aims to analyze the results that examine teaching props on problem-solving abilities. The method used in this research is meta-analysis. This research was carried out through meta-analysis stages, namely determining inclusion criteria, collecting data and coding variables, statistical analysis by determining the effect size, and making conclusions from the data obtained. Data collection was carried out by collecting data from research conducted from 2018 to 2023 on the Google Scholar database. This data collection obtained twenty-six (26) studies that met the inclusion criteria for extraction from research and development, experimental, and quasi-experimental. Effect size measures the effect of teaching props on students' problem-solving abilities. Based on these calculations, an effect size value of 2.449. This research indicates a significant and positive influence between teaching props and students' problem-solving skills, especially in mathematical learning. Therefore, it is necessary to develop teaching props to improve mathematical problem-solving skills.

The effect of teaching props on the mathematical problem-solving skills: A meta-analysis study Widodo, Sri Adi; Sari, Yuyun Novita; Chiphambo, Shakespear Maliketi; Fitriani, Nelly; Sulistyowati, Fitria; Murtafiah, Wasilatul; Pratama, Deri Fadly
Jurnal Infinity Vol 14 No 1 (2025): VOLUME 14, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i1.p235-258

Researchers have widely researched the effects of teaching props, and most concluded that, statistically, there is an effect on problem-solving ability. However, how significant is the effect on problem-solving ability, and whether their research results are parallel to other research they have yet to do? So, the reliability of research related to teaching props still needs to be considered. This research aims to analyze the results that examine teaching props on problem-solving abilities. The method used in this research is meta-analysis. This research was carried out through meta-analysis stages, namely determining inclusion criteria, collecting data and coding variables, statistical analysis by determining the effect size, and making conclusions from the data obtained. Data collection was carried out by collecting data from research conducted from 2018 to 2023 on the Google Scholar database. This data collection obtained twenty-six (26) studies that met the inclusion criteria for extraction from research and development, experimental, and quasi-experimental. Effect size measures the effect of teaching props on students' problem-solving abilities. Based on these calculations, an effect size value of 2.449. This research indicates a significant and positive influence between teaching props and students' problem-solving skills, especially in mathematical learning. Therefore, it is necessary to develop teaching props to improve mathematical problem-solving skills.

The effect of teaching props on the mathematical problem-solving skills: A meta-analysis study Widodo, Sri Adi; Sari, Yuyun Novita; Chiphambo, Shakespear Maliketi; Fitriani, Nelly; Sulistyowati, Fitria; Murtafiah, Wasilatul; Pratama, Deri Fadly
Jurnal Infinity Vol 14 No 1 (2025): VOLUME 14, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i1.p235-258

Researchers have widely researched the effects of teaching props, and most concluded that, statistically, there is an effect on problem-solving ability. However, how significant is the effect on problem-solving ability, and whether their research results are parallel to other research they have yet to do? So, the reliability of research related to teaching props still needs to be considered. This research aims to analyze the results that examine teaching props on problem-solving abilities. The method used in this research is meta-analysis. This research was carried out through meta-analysis stages, namely determining inclusion criteria, collecting data and coding variables, statistical analysis by determining the effect size, and making conclusions from the data obtained. Data collection was carried out by collecting data from research conducted from 2018 to 2023 on the Google Scholar database. This data collection obtained twenty-six (26) studies that met the inclusion criteria for extraction from research and development, experimental, and quasi-experimental. Effect size measures the effect of teaching props on students' problem-solving abilities. Based on these calculations, an effect size value of 2.449. This research indicates a significant and positive influence between teaching props and students' problem-solving skills, especially in mathematical learning. Therefore, it is necessary to develop teaching props to improve mathematical problem-solving skills.

The Impact of Cooperative Learning Strategies on Teacher Engagement in South African Intermediate Phase Mathematics Classrooms Chiphambo, Shakespear Maliketi; Makhoba, Thami Isaac; Ngqunguza, Avela; Nqoma, Lungiswa; Agyeman, Nana Yaw B.; Mtsi, Nomxolisi
Journal of Innovation in Educational and Cultural Research Vol 6, No 4 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v6i4.2134

This study examined the impact of cooperative learning strategies on teacher engagement in South African intermediate-phase mathematics classrooms. This study explored the relationship between implementing cooperative learning strategies and the engagement levels of intermediate-phase mathematics teachers in a selected education district of South Africa. Using Johnson and Johnson's social independence theory, a quantitative approach was employed, gathering data from 41 teachers through structured questionnaires. The results reveal that teaching styles significantly correlate with teacher confidence in implementing cooperative learning strategies. Similarly, cooperative learning activities promoting critical thinking and learner engagement correlate positively. Teacher confidence consistently exhibits moderate positive correlations with several variables, while the regular implementation of cooperative strategies correlates with more adaptive teaching approaches. The study highlights significant correlations between teaching style adaptation, teacher confidence, critical thinking, and learner engagement, emphasizing professional development, flexible teaching strategies, and institutional support to enhance cooperative learning implementation and its educational impact. This research advances cooperative learning by highlighting critical thinking, engagement, and adaptable teaching. It provides actionable insights for educators and policymakers, emphasizing professional development and holistic practices to enhance teaching and learning outcomes.

The Impact of Instructional Transition on Grade 4 Learners’ Academic Engagement: Mother Tongue to English, South African Perspective Chiphambo, Shakespear Maliketi; Njebedulana, Zine
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 9 No 3 (2025): Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Urogram Studi Pendidikan Matematika, Universitas Ivet

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31331/medivesveteran.v9i3.3776

Teaching English as a medium of instruction in South Africa remains a contentious issue. This research investigated the consequences of using English as a medium of instruction on the academic participation of grade 4 learners. In this instance, Bourdieu’s Theory of Practice was applicable as it considers how a learner's social background and identity influence their learning processes. The study was qualitative and framed within the case study design. Participants were five purposively sampled learners for the semi-structured interviews and 70 for the mathematics lesson observations. The collected data was analysed thematically. Learners could not follow basic English instructions, ask questions, communicate, discuss tasks, answer mathematically posed questions or participate in informal group discussions. The teachers used code-switching, the banking teaching method, and chalkboard and chalk as the materials and resources for teaching. Moreover, more than two learners used single textbooks. Thus, we propose the following: specialised English assistance programmes which improve learners' skills, interactive pedagogic approaches that enhance learners' involvement and participation in English lessons, and incorporation of multimedia, modern technologies and interactive devices to make learning more interesting and relevant, as well as enabling learners to work autonomously and at their own pace, so they can build their confidence towards using English. The Department of Education needs to reduce the size of classrooms for effective teaching and learning and to provide teachers with training on language teaching methods and techniques.

Problem-Solving Errors in Highest Common Factors and Lowest Common Multiples: An Analysis of Pre-Service Teachers’ Misconceptions Chiphambo, Shakespear Maliketi
IndoMath: Indonesia Mathematics Education Vol 9, No 1 (2026): InPress Vol 9 No 1, February 2026
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/indomath.v9i1.167

This study examined the conceptual understanding of South African pre-service teachers regarding the Highest Common Factor (HCF) and Lowest Common Multiple (LCM), with a focus on errors and misconceptions that affect problem-solving. There is a paucity of research that specifically analyses how pre-service teachers’ misconceptions about HCF and LCM contribute to problem-solving errors in foundational mathematics. This study is grounded in two complementary theoretical perspectives: the Mathematical Knowledge for Teaching (MKT) framework and the Conceptual–Procedural Knowledge Theory. A sequential explanatory mixed-methods design was employed. Quantitative data were analysed using one-sample t-tests and Pearson’s correlation, and qualitative data were supported by error analysis. The three hypotheses were tested. Results showed a significant difference in understanding (t = 25.685, p < 0.001), leading to the rejection of the first hypothesis. A moderate negative correlation (r = -0.48, p < 0.001) between misconceptions and accuracy led to the rejection of the second hypothesis. The third hypothesis was not rejected, as no strong correlation was found between strategy use and conceptual errors (r = -0.12, p = 0.425). Findings highlight gaps in conceptual understanding and emphasise the need for conceptually focused instruction, diagnostic assessments, and real-life applications in teacher education programmes.

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