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ERIC Number: EJ1415795
Record Type: Journal
Publication Date: 2024
Pages: 9
Abstractor: As Provided
ISSN: ISSN-2468-1989
EISSN: EISSN-2468-4929
Realist Hands-On Learning Approach and Its Contributions to Learners' Conceptual Understanding and Problem-Solving Skills on Solid Geometry
Girma Tessema; Kassa Michael; Solomon Areaya
Pedagogical Research, v9 n1 Article em0186 2024
This study aimed to examine the application of a realist hands-on learning approach and its contributions to optimizing the solid geometry conceptual understanding and problem-solving skills of students. It employed a non-equivalent pre-/post-test quasi-experimental research design. The results showed that there was a statistically significant mean difference between the intervention group and the comparison group, with an effect size of d=0.825 for the students' solid geometry conceptual understanding and d=0.930 for the students' problem-solving skills. Furthermore, a strong correlation was observed between students' conceptual understanding and problem-solving skills in solid geometry, with an r[superscript 2] of 0.6413. These indicate that the use of a realist hands-on approach positively contributes to optimizing learners' conceptual understanding and problem-solving skills. It also provides contextually relevant learning opportunities; therefore, it is recommended that teachers and concerned bodies employ a realist hands-on approach to make solid geometry learning concrete and practical.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ethiopia
Grant or Contract Numbers: N/A