Exploring Geometry Issues at G.C.E. Examination

AN EXPLORATION ON THE ISSUES ON THE AN EXPLORATION ON THE ISSUES ON THE THEME OF GEOMETRY AT THEME OF GEOMETRY AT G.C.E. (O/L) EXAMINATION. EXAMINATION. G.C.E. (O/L) M.G.D.A. Siriwardena Department of Science & Technology Education Faculty of Education University of Colombo

RATIONALE OF THE STUDY Passing the G.C.E (OIL) examination is the minimum qualification for higher education (for local examinations) in Sri Lanka. A large number of students give up their higher studies due to incompleteness of the G.C.E (OIL) examination.

CTD Most of the candidates fail the G.C.E (O/L) examination due to their failure in Mathematics. Themes: Algebra Geometry Measurement Numbers Statistics Sets and Probability

PURPOSE OF THE STUDY To investigate the perception on geometry among teachers and students.

Mathematics paper 1 Sets and Probabil ity 44% 34% 14% Numbers Algebra Geometry Measurements Statistics 0 1 2 47% 24% 36% 35% 38% 29% 47% 27% 27% 47% 20% 27% - - - Mathematics paper II Sets and Probabil ity 52% 30% 10% 8% Interva ls NumbersMeasure Algebra Geometry Statistics ments 0-2 3-5 6-7 8-10 28% 18% 10% 11% 29% 7% 4% 11% 47% 23% 10% 11% 47% 36% 9% 8% 29% 18% 16% 27%

RESEARCH OBJECTIVES Investigate the strategies and techniques which are used in teaching geometry. Investigate the student performances on geometry, in past G.C.E (O/L) examinations. Investigate the perception and perspective on geometry among students.

RESEARCH DESIGN Study Study method method- - a mixed method Sample Sample- - A purposive sample consisted of 14 Sinhala medium schools with 70 students and 28 teachers from the Sri Jayewardenepura Educational Zone. Data Data gathering gathering instruments instruments Review of documentaries questionnaires, diagnostic tests Analysis Analysis-quantitative measures (frequencies)

RESULTS Evaluation Report 2015 Question Number Question Number Facility Index (%) Facility Index (%) 10 20 23 27 29 30 81 51 25 22 32 26

CTD.. Question Question Number Number Facility Facility Index (%) Index (%) Content Content 23 25 Equiangular Triangles 27 22 Tangents 29 32 Areas of Plane Figures between Parallel Lines 30 26 Geometrical Loci

DIAGNOSTIC TESTS Final Marks (I + II) Paper I ^Marks 70& Paper II ^Marks 30& 26.4 26 6.87 33.27 Mean Mode Standard Deviation Maximum Value Minimum Valume 1st Quarter 3rd Quarter 2 28 17.31 5.28 22.59 60 20 80 2 0 2 11 3 9 14 41.25 50.25

QUESTIONNAIRES For Students General Vision Fear Future prospective self-reliance Teacher's role

CTD There is a positive correlation between the cognition fields of general vision, fear, future thinking, self-reliance, and teacher's role. The relationship between fear and student s achievement is the most powerful relationship among them. The 75% of the students had expressed their willingness to learn geometry based on activities.

CTD For Teachers For Teachers Vision of Geometry Teaching Methods Student s vision

VISION OF GEOMETRY Strongly Agree 0 1 Agree DisagreeStrongly Statements Disagree Postgraduate Degree Mathematics Degree Non Mathematics Degree National Diploma in Teaching 1 2 0 0 0 0 0 2 3 1 9 2 3 4

CTD Number of Teachers 5 3 3 Service (Years) Strongly Agree Agree DisagreeStrongly Disagree 1 - 5 6 - 10 11-20 more than 20 0 0 2 0 1 1 1 2 0 4 0 0 7 7 0 0 0

TEACHING METHODS 18% 37% 6% Lecture Method Lecture Discussion Method Activity Based Method Discovery Method Use Several Methods 8% 31%

STUDENTS VISION 90% of teachers said most of students dislike to geometry 75% of teachers said most of students don't like to draw geometric figures. 54% of teachers said most of students like to learn by doing games, but can't be do in 40 minutes

CONCLUSIONS The candidates who have selected question based on geometry have failed to obtain high marks for it. Geometry lessons are passed on to students as systematic lectures, opportunities for student cognitive activity have been minimized. Many students dislike geometry enhances candidates. Therefore it is important to pay more attention to it. geometry. logical Because skills the of

CTD.. Only the knowledge and skills were attempted to give at least some of the objectives expected in the Mathematics subject to a limited degree. Most of the students do not improve in this skill since they skip the questions from that component.

SUGGESTIONS Findings are useful for those who design curricula as well as for the teachers and parents. Subject content such as Geometry which is considered difficult should be first introduced using simple numerical exercises involving figures and gradually developed concepts. The teacher techniques and strategies in this effort. towards abstract different should use

REFERENCES Department of Examination Sri Lanka (2007), Examination result 2011- 2015 Ministry of the Education Sri Lanka (2015), School Census 2014 Preliminary Report. Montgomery D.C, 2001 Design and Analysis of Experiments, 5th Edition, John Wiley, New York Ruberu J. (1980), A critical evaluation of junior Secondary Mathematics curriculum of ministry of eduction Sri Lanka, unpublished dissertation, Mphill University of Colombo Hasler, W. (1973), Are we off the track in teaching mathematical concept, Cambridge, university press Skemp" R.R. (1989), Mathematics in primary schoo, London Routledge Eigen, L.D. , Kaplan, J.D. , Krouse, H.M. , Rosenfeld, Z. (1966), Advanced in mathematics geometry, U.S.A.: Science reaserch association Inc.

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