Dickson Owiti

2 Publications in AERD

Author Publications

Assessing the Effectiveness of Computer-Aided Instructional Techniques in Enhancing Students’ 3D Geometry Spatial Visualization Skills Among Secondary School Students in Tanzania

By Marcellina Mjenda

Proficiency in spatial visualization plays a significant role in learning 3D geometry. Spatial visualization ability can be enhanced through the use of relevant teaching and learning techniques. The study aimed to investigate the impact of computer-aided instructional techniques on improving students' spatial visualization skills in learning 3D geometry, addressing the issue of low spatial visualization ability among students. The study followed a mixed research approach with a quasi-experimental design. Twenty mathematics teachers were purposively selected, and 267 Level-4 students from six ordinary-level secondary schools were purposively chosen for the study. Data were gathered using interviews, and pre- and post-tests of control and treatment groups through the use of computer simulation and animation of 3D figures in the treatment group, while the control group was taught using traditional methods. The Statistical Package for Social Sciences (SPSS) was used to compute descriptive and inferential statistics from quantitative data, while thematic analysis was applied to analyze qualitative data. The results from mathematics teachers’ interviews indicate that teachers put less emphasis on enhancing students’ spatial visualization abilities. Students from the treatment group outperformed the control groups on spatial visualization ability in terms of test scores. Additionally, an independent sample t-test revealed a statistically significant difference between the control and treatment groups in terms of spatial visualization ability. The computer-aided instructional approach is relevant in enhancing students’ spatial visualization abilities. To improve students' spatial visualization skills, the researchers propose in-service training for teachers to incorporate computer simulations and animations into the teaching and learning of 3D geometry. © Authors.

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Investigating secondary school mathematics teachers’ knowledge, preparation and use of assessment rubrics in teaching and learning 3D-geometry in Tanzania

By Marcellina Mjenda

This study investigated mathematics teachers’ knowledge, preparation, and use of assessment rubrics for teaching and learning 3D-geometry at selected secondary schools in the Dodoma region of Tanzania. The study was motivated by teachers' limited understanding of classroom assessment. The study was based on the premise that the existing assessment practices used by teachers in assessment of teaching and learning of mathematics are inadequate. A mixed research method was applied in this investigation. There were 51 mathematics teachers who participated and were purposively selected from 20 secondary schools. The data were collected through documentary reviews, classroom observations, questionnaires, and interviews. Qualitative data were analyzed thematically, while quantitative data were analyzed by using descriptive statistics such as mean, standard deviation, frequencies, and percentages. The study revealed that teachers have limited knowledge of assessment rubrics; hence, most do not prepare or use rubrics for assessing students. The use of rubrics could assist teachers to spot-out the specific point at which a particular learner has encountered learning obstacle, this could assist in making quick and pertinent teaching and learning adjustments to increase the effectiveness of teaching and learning. Through teachers’ professional development, the study recommends improving mathematics teachers' knowledge of planning and using assessment rubrics to improve 3D-geometry teaching and learning. © 2023 Conscientia Beam. All Rights Reserved.

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