1. An exploration on the issues on the theme of geometry at G. C. E
An exploration on the issues on the theme of geometry at  G.C.E. (O/L) Examination.
M.G.D.A. Siriwardena
Department of Science & Technology Education
Faculty of Education
University of Colombo

2. Rationale of the study
Passing the G.C.E (OIL) examination is the minimum qualification for higher education (for local examinations) in Sri Lanka. A large number of students give up their higher studies due to incompleteness of the G.C.E (OIL) examination.

3. Ctd…
Most of the candidates ‘fail’ the G.C.E (O/L) examination due to their failure in Mathematics. Themes: Algebra Geometry Measurement Numbers Statistics Sets and Probability

4. Purpose of the study
To investigate the perception on geometry among teachers and students.

6. Research objectives
Investigate the strategies and techniques which are used in teaching geometry.
Investigate the student performances on geometry, in past G.C.E (O/L) examinations.
Investigate the perception and perspective on geometry among students.

7. Research Design
Study method- a mixed method Sample- A purposive sample consisted of 14 Sinhala medium schools with 70 students and 28 teachers from the Sri Jayewardenepura Educational Zone. Data gathering instruments Review of documentaries questionnaires, diagnostic tests Analysis-quantitative measures (frequencies)

8. Results Evaluation Report 2015 10 81 20 51 23 25 27 22 29 32 30 26
Question Number
Facility Index (%) 10 81 20 51 23 25 27 22 29 32 30 26

9. Ctd.. 23 25 Equiangular Triangles 27 22 Tangents 29 32
Question Number
Facility Index (%)
Content 23 25
Equiangular Triangles 27 22
Tangents 29 32
Areas of Plane Figures between Parallel Lines 30 26
Geometrical Loci

10. diagnostic tests Paper I ^Marks 70& Paper II ^Marks 30& Final Marks
Paper I ^Marks 70&
Paper II ^Marks 30&
Final Marks
(I + II)
Mean
26.4
6.87
33.27
Mode 26 2 28
Standard Deviation
17.31
5.28
22.59
Maximum Value 60 20 80
Minimum Valume
1st Quarter 11 3 14
3rd Quarter
41.25 9
50.25

11. questionnaires For Students General Vision Fear Future prospective
self-reliance
Teacher's role

12. Ctd…
There is a positive correlation between the cognition fields of general vision, fear, future thinking, self-reliance, and teacher's role.
The relationship between fear and student’s achievement is the most powerful relationship among them.
The 75% of the students had expressed their willingness to learn geometry based on activities.

13. Ctd…
For Teachers
Vision of Geometry
Teaching Methods
Student’s vision

14. Vision of Geometry Statements Strongly Agree Agree Disagree
Strongly Disagree
Postgraduate Degree 1
Mathematics Degree 2
Non Mathematics Degree 3
 National Diploma in Teaching 9 4

15. Ctd… Service (Years) Number of Teachers Strongly Agree Agree Disagree
Strongly Disagree
1 - 5 5 1 4
6 - 10 3 2
11-20
more than 20 7

16. Teaching Methods

17. Student’s vision
90% of teachers said most of students dislike to geometry
75% of teachers said most of students don't like to draw geometric figures.
54% of teachers said most of students like to learn by doing games, but can't be do in 40 minutes

18. Conclusions
The candidates who have selected question based on geometry have failed to obtain high marks for it.
Geometry lessons are passed on to students as systematic lectures, opportunities for student cognitive activity have been minimized.
Many students dislike geometry. Because geometry enhances the logical skills of candidates. Therefore it is important to pay more attention to it.

19. CTD..
Only the knowledge and skills were attempted to give at least some of the objectives expected in the Mathematics subject to a limited degree.
Most of the students do not improve in this skill since they skip the questions from that component.

20. Suggestions
Findings are useful for those who design curricula as well as for the teachers and parents.
Subject content such as Geometry which is considered difficult should be first introduced using simple numerical exercises involving figures and gradually developed towards abstract concepts. The teacher should use different techniques and strategies in this effort.

21. References
Department of Examination Sri Lanka (2007), Examination result
Ministry of the Education Sri Lanka (2015), School Census – 2014 Preliminary Report.
Montgomery D.C, 2001 Design and Analysis of Experiments, 5th Edition, John Wiley, New York
Ruberu J. (1980), A critical evaluation of junior Secondary Mathematics curriculum of ministry of eduction Sri Lanka, unpublished dissertation, Mphill University of Colombo
Hasler, W. (1973), Are we off the track in teaching mathematical concept, Cambridge, university press
Skemp" R.R. (1989), Mathematics in primary schoo, London Routledge
Eigen, L.D. , Kaplan, J.D. , Krouse, H.M. , Rosenfeld, Z. (1966), Advanced in mathematics geometry, U.S.A.: Science reaserch association Inc.

22. Thank you