HomeJournal of Interdisciplinary Perspectivesvol. 3 no. 5 (2025)

Influence of Practice and Repetition on College Students' Mastery of Geometry Basics

Rosebelle O. Malagamba | Allan Jay S. Cajandig

Discipline: Education

 

Abstract:

This study investigates the influence of practice and repetition on the mastery and retention of fundamental plane and solid geometry skills among first-year college students engaged in a Bachelor of Secondary Education Mathematics program during the academic year 2024-2025. The research addresses the gap in understanding how different types of practice affect students' learning outcomes in geometry. Using a descriptive-correlational research design, data were collected from all 32 students through tailor-made questionnaires and assessments. Additionally, the study employed Total Enumeration sampling, ensuring comprehensive participation and minimizing sampling bias. This approach provided a complete dataset, allowing a more accurate representation of the group's characteristics and insights. Two researcher-made survey questionnaires and a 50-item assessment questionnaire were used to gather data. Results indicate that students frequently participated in structured and guided practice but struggled with independent practice, leading to an overall average mastery score classified as "Fair." The lack of independent practice may have hindered their ability to internalize concepts, apply knowledge autonomously, and develop higher-order thinking skills. Pearson correlation analysis revealed a non-significant relationship between practice frequency and mastery levels, highlighting the need for additional factors in learning outcomes. The study also identified key challenges such as insufficient foundational knowledge, visualization difficulties, misconceptions, and learning anxiety, which significantly impact retention. Based on these findings, the study emphasizes the necessity for targeted interventions and an enhancement program focusing on independent practice, feedback mechanisms, remedial instruction, interactive teaching methods, and confidence-building strategies to improve students' overall proficiency in geometry and long-term academic success.



References:

  1. Adams, R., Resnick, M., & Lowrie, T. (2022). Effects of spatial reasoning interventions on Year 11 students’ mathematics achievement. Journal of Educational Psychology, 114(4), 567-581. https://link.springer.com/article/10.1007/s13394-022-00416-y
  2. Amo. (2017). Effect of advance organisers on upper basic two students’ interest, achievement, and retention in mathematics in Gboko Local Government Area, Benue State (Unpublished M.Ed. thesis). University of Agriculture, Makurdi.
  3. Assuah, C. K., Osei, L., & Mantey, G. K. (2022). The effect of inquiry-based learning on senior high school students’ achievement in plane geometry: Pre-test-post-test randomized experimental design. Asian Research Journal of Mathematics, 18(11), 320–331. https://doi.org/10.9734/arjom/2022/v18i11604
  4. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
  5. Fergus, J., & Smith, L. (2022). Standards-based grading: History, practices, benefits, challenges, and reflections. In P. Shields & N. Rangarajan (Eds.), A playbook for research methods: Integrating conceptual frameworks and project management (pp. 108–125). New Forums Press.
  6. Lishchynska, M., Palmer, C., Lacey, S., & O’Connor, D. (2023). Is motivation the key? Factors impacting performance in first year service mathematics modules. European Journal of Science and Mathematics Education, 11(1), 146-166. https://doi.org/10.30935/scimath/12529 
  7. Olaniyan, M.O., & Salman, M.F. (2015). Causes of mathematics phobia among senior school students: Empirical evidence from Nigeria. The African Symposium 15(1), 50-56.
  8. Prihandika, I. K., Suryawan, I. P., & Suryawan, I. N. (2021). Analysis of students’ representation skills on geometry material viewed from the spatial intelligence level. Jurnal Pendidikan Matematika, 15(1), 1-14. https://doi.org/10.22342/jpm.15.1.13639
  9. Ramful, A., Lowrie, T., & Logan, T. (2017). Measurement of spatial ability: Construction and validation of the spatial reasoning instrument for middle school students. Journal of Psychoeducational Assessment, 35(7), 709-727. https://doi.org/10.1177/0734282916659207
  10. Shi, X., Zhang, L., & Liu, J. (2023). The influence of hands-on learning experiences on middle school students’ geometry problem-solving skills. Frontiers in Psychology, 14, 1126047. https://tinyurl.com/2ujhj2at