THE IMPACT OF VISUAL IMAGERY TEACHING METHOD ON SENIOR HIGH SCHOOL STUDENTS’ ACHIEVEMENT IN CIRCLE THEOREMS

Abstract

The study aimed to determine how visual imagery instruction affected SHS students’ performance on the circle theorem. Seventy-eight (78) students from two Form (2) classes selected from Wa Metropolitan schools participated. The findings showed that students who were taught using visual imagery outperformed those who were not. The study’s findings lead to the following conclusions drawn from the study’s low average means (M = 1.77; SD = 0.82). The response rate suggests that both student and instructor perceptions of the usage of visual-based instruction had little impact on students’ performance. The respondents’ average response was likewise low (M = 1.77; SD = 0.76), indicating that students’ individual opinions or levels of interest in using visual-based instruction to teach and learn circle theorems have little bearing on their performance. However, both student and instructor perceptions of visual-based instruction had little impact on performance. The study suggests that education planning should consider visual imagery and pre-tertiary education should require it. The Ghana Education Service and other stakeholders should encourage the use of visual imagery in classrooms and integrate it into the mathematics curriculum