Modeling Learners’ Attitudinal Shifts in Transformation Geometry under Technology-enhanced and Conventional Van Hiele Phased Instruction

Abstract

This study compared shifts in learners’ attitudes under two instructional strategies: technology-enhanced Van Hiele phased instruction (TVHPI) and conventional Van Hiele phased instruction (CVHPI). A quasi- experimental design was used with 245 learners in the CVHPI group and 238 learners in the TVHPI group. Owing to non-normal data distribution, non-parametric tests were applied. The Wilcoxon signed- rank test revealed significant improvements in attitudes from pre-test to post-test in both groups (p < 0.001), with CVHPI showing a strong effect (rβ = 0.970) and TVHPI demonstrating an even larger shift (rβ = 0.998). Further analysis using the Mann–Whitney U-test and a difference-in-differences model confirmed that TVHPI led to a greater positive change in attitudes than CVHPI. These findings extend the Van Hiele theory beyond its traditional focus on geometric reasoning by demonstrating its potential to influence learners’ attitudes positively, an effect that is further amplified through integrating technology, such as GeoGebra, into phased instruction. Thereby supporting technology-enhanced, learner-centred approaches aligned with Uganda’s Competency-Based Curriculum.