Noticing Students’ Geometry Learning Using Van Hiele’s Geometry Thinking Model at the Senior High School level in Builsa South District of Upper East Region

This study focused on assessing students' geometry learning using Van Hiele's Geometry Thinking Model at the Senior High School level in the Builsa South District of the Upper East Region, Ghana. Employing a one-group quasi-experimental design, data were collected from a population of 360 students, with a sample size of 186 selected via simple random sampling. The study utilized questionnaire surveys and a Geometry Achievement Test (comprising pretest, posttest, and retention test) for data collection. Analysis, conducted using SPSS's paired samples test procedures and simple linear regression model, revealed several key findings. Firstly, a predictability relationship was observed between Van Hiele's geometry thinking model and students' academic performance in geometry (p = 0.019). Secondly, a significant difference existed between pretest and post-test scores among eleventh-grade students p < 0.005). Lastly, learning retention substantially impacted students' geometry learning and performance (p = 0.005). Based on these findings, the study recommends teachers adopt Van Hiele's Geometry Thinking Model to enhance students' geometry learning skills and academic performance. This research sheds light on effective pedagogical approaches to improve geometry education in the selected school context, contributing to the broader discourse on mathematics education enhancement in Ghana