AKENTEN APPIAH-MENKA UNIVERSITY OF SKILLS TRAINING
AND ENTREPRENEURIAL DEVELOPMENT
INSTITUTE FOR TEACHER PROFESSIONAL DEVELOPMENT AND
LIFELONG LEARNING (ITPDLL)
AKATSI COLLEGE OF EDUCATION
USING GEOBOARD TO HELP BASIC SIX PUPILS OF DZODZE
BAGOME BROTHERHOOD BASIC SCHOOL TO UNDERSTAND
PLANE SHAPES IN 3D DIAGRAMS
BELINDA AZAMETI
2026
AKENTEN APPIAH-MENKA UNIVERSITY OF SKILLS TRAINING
AND ENTREPRENEURIAL DEVELOPMENT
INSTITUTE FOR TEACHER PROFESSIONAL DEVELOPMENT AND
LIFELONG LEARNING (ITPDLL)
AKATSI COLLEGE OF EDUCATION
USING GEOBOARD TO HELP BASIC SIX PUPILS OF DZODZE
BAGOME BROTHERHOOD BASIC SCHOOL TO UNDERSTAND
PLANE SHAPES IN 3D DIAGRAMS
BELINDA AZAMETI
AUGUST 2026
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CHAPTER THREE
METHODOLOGY
Introduction
This study investigates the use of geoboard methods to help basic six learners of
Dzodze Bagome Brotherhood M/A Basic school to understand plane shapes in 3D
diagrams. This chapter presents the research methodology employed in
conducting the study. It discusses the research design, study area, population,
sampling procedure, data collection instruments, data collection procedure,
intervention process, challenges faced, and data processing and analysis. The aim
is to provide a comprehensive account of how the research was carried out.
Research Design
According to Creswell (2013) research design is the blueprint for a scientific
investigation. It outlines the methods and procedures that the researcher will use
to collect and analyse data, and to answer or test the research question or
hypothesis . Research design is an important part of any scientific study because it
helps to ensure that the study is well-designed and that the findings are valid and
reliable. A good research design helps to minimize bias, improve the accuracy of
data collection, and enhance the credibility of research findings. It provides a
systematic framework that guides the researcher in addressing the research
problem effectively and obtaining valid and reliable results (John W. Creswell &
J. David Creswell, 2018).
3.1 Action research design
The research design used for this study was "Action Research".
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According to Osuala, (2001), action research is a kind of research activity in
which the researcher works collaboratively with other people to solve perceived
problem. It is a study concerned with immediate solutions to local problem. The
researcher decided to use this type of research because it focuses on specific
problem identified in the classroom situation to change.
Action Research
Action research is a participatory approach to inquiry that actively involves
educators and practitioners in identifying problems, taking action, and reflecting
on outcomes to improve practice. It enhances practitioners’ capacity to understand
their own work context and implement meaningful change through continuous
engagement in the research cycle (Jean McNiff & Jack Whitehead, 2017).
It also strengthens the connection between theory and practice by enabling
researchers and practitioners to apply findings directly to real-life educational
challenges. This makes the approach highly practical and context-responsive
(Sara Delamont, 2018).
Furthermore, action research promotes reflective practice and continuous
professional growth, encouraging educators to critically examine their methods
and improve teaching and learning over time (Jean McNiff, 2017).
Strengths of Action Research
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One key strength of action research is its participatory nature, which empowers
participants to take an active role in solving problems within their own
environment, thereby increasing ownership and commitment to improvement
(Sara Delamont, 2018).
Additionally, it is highly practical and context-based, making it especially useful
in fields such as education where solutions must directly address classroom
realities. It ensures that research outcomes are immediately applicable to practice
(Jean McNiff, 2017).
Another strength is its collaborative nature, as it encourages cooperation between
researchers and participants, improving problem-solving and shared decision-
making (David Coghlan, 2019).
Finally, its cyclical process of planning, acting, observing, and reflecting allows
for continuous improvement, making it adaptable to changing conditions in
educational settings (Ernest T. Stringer, 2014).
Weaknesses of Action Research
Despite its advantages, action research is often time-consuming because of its
repeated cycles of planning, action, and reflection, which require sustained
commitment from participants (David Coghlan, 2019).
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It has also faced criticism regarding its scientific rigor and clarity, as some
scholars argue that its flexible and participatory nature can make it less structured
compared to traditional research approaches (Jean McNiff, 2017).
In addition, action research often receives limited institutional support, as it is not
always fully integrated into formal academic research systems or standardized
curricula (Sara Delamont, 2018).
Lastly, because findings are usually context-specific, the results may not easily be
generalized to other settings, limiting its wider applicability (Ernest T. Stringer,
2014).
Study Area
The research was carried out at Dzodze Bagome Brotherhood M/A Basic, a public
basic school located in the Ketu North Municipality of the Volta Region of
Ghana. The school serves learners from diverse socio-economic backgrounds. It
was selected for the study due to its accessibility and the readiness of the school
administration to support and participate in the research process.
Population
Population refers to the entire group of individuals that share common
characteristics and from which a researcher draws conclusions. It represents the
larger group to which the findings of a study can be generalized. According to
John W. Creswell (2018), a population includes all individuals who meet the
criteria for inclusion in a study.
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In this study, the class has a total population of 104 learners, along with 14
regular teachers and 2 mentees. Out of the learner population, 30 are boys
representing 57.7% (≈58%), while 22 are girls representing 42.3% (≈42%). This
indicates that boys form a slightly higher proportion of the class than girls.
The accessible population for the study consists of 25 learners selected from the
total population. This includes 15 boys representing 60% and 10 girls representing
40%. According to Sharan B. Merriam (2018), the accessible population refers to
the portion of the target population that is realistically available and reachable for
participation in a study. This group formed the actual respondents used for data
collection.
Sample
Sampling is the process of selecting a subset of individuals from a population in
order to represent the entire group in a study. It allows researchers to draw
conclusions about a population without studying every member. According to
Michael Q. Patton (2015), sampling involves selecting information-rich cases that
can provide deep understanding of the phenomenon under investigation.
In this study, a purposive sampling technique was employed to select the
respondents. Purposive sampling involves deliberately selecting participants who
possess specific characteristics relevant to the research objectives. This technique
was appropriate because it ensured that only learners who were directly relevant
to the study were included, thereby improving the accuracy and relevance of the
findings (John W. Creswell & J. David Creswell, 2018).
A total of 25 learners were purposively selected from the accessible population.
This comprised 15 boys and 10 girls, ensuring a fair representation of gender
distribution within the study group. The use of purposive sampling helped the
researcher to focus on participants who were most suitable for providing reliable
and meaningful data for the research.
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Sampling Procedure
The sampling procedure refers to the systematic steps used in selecting
participants from the population for the study to ensure that the sample is
appropriate and representative of the target group.
In this study, the researcher first identified the total population of the class, which
consisted of 104 learners, together with 14 regular teachers and 2 mentees. From
the learner population, a breakdown was made, consisting of 30 boys and 22 girls.
The researcher then focused on the accessible population of 25 learners, who were
selected based on their availability and relevance to the study objectives. The
selection was carried out using a purposive sampling technique, where
participants are deliberately chosen because they possess specific characteristics
relevant to the research problem. According to John W. Creswell and J. David
Creswell (2018), purposive sampling is commonly used in qualitative and
educational research to select information-rich cases that provide meaningful
insights into the phenomenon under investigation.
The actual selection process involved reviewing the class register to identify
learners who met the inclusion criteria. From this process, 15 boys and 10 girls
were selected to ensure fair gender representation within the sample. This aligns
with the view of Michael Q. Patton (2015), who emphasizes that purposive
sampling focuses on selecting participants who can provide the most relevant and
in-depth information.
Before data collection, the selected learners were briefed on the purpose of the
study, and their voluntary participation was sought. This ensured ethical
compliance and encouraged cooperation during the research process.
Overall, the sampling procedure ensured that the selected participants were
appropriate, accessible, and capable of providing reliable data to address the
research objectives effectively.
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Data Collection Instruments
Research instruments are tools or devices used by researchers to collect data from
respondents in order to answer research questions or test hypotheses. These
instruments may include questionnaires, interviews, tests, observation schedules,
and checklists. According to John W. Creswell and J. David Creswell (2018),
research instruments are structured tools designed to systematically gather
information that ensures the collection of valid and reliable data for analysis in a
study. Similarly, Michael Q. Patton (2015) emphasizes that research instruments
are essential for obtaining meaningful and accurate data from participants,
especially in educational and social research contexts.
In this study, the research instruments used were test and observation.
Observation
Observation is a data collection technique in which the researcher systematically
watches and records behaviours, actions, or events as they occur in their natural
environment. It allows the researcher to obtain firsthand information directly from
participants in real-life settings. According to John W. Creswell and J. David
Creswell (2018), observation is particularly useful in classroom-based and
qualitative research because it enables the researcher to gather real-time data on
learners’ behaviour and learning processes.
Observation does not require complex equipment, making it relatively simple and
cost-effective. However, it may not capture learners’ internal thoughts or
attitudes, and it can be influenced by observer bias if not carefully controlled.
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Strengths of Observation
It provides direct, firsthand data from real classroom situations.
It allows learners to be studied in their natural learning environment.
It helps to identify actual learning difficulties as they occur.
It reduces dependence on self-reported information.
Weaknesses of Observation
It does not capture learners’ thoughts, opinions, or emotions.
It may be influenced by observer bias or subjective interpretation.
Learners may change their behaviour when they know they are being
observed.
It can be time-consuming when conducted over long periods.
Observation was selected for this study because it enabled the researcher to
directly identify learners’ difficulties in understanding the topic under
investigation within a real classroom setting.
Test
A test is a structured instrument used to measure learners’ knowledge,
understanding, or skills in a specific subject area under controlled conditions.
According to Paul Black and Dylan Wiliam (2018), tests are effective tools for
assessing learners’ achievement and providing evidence of learning outcomes in
education.
Tests are commonly used because they provide measurable evidence of academic
performance and help identify differences among learners. However, they may
not fully capture practical skills and can sometimes encourage memorization
rather than deep understanding.
Strengths of Tests
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They provide objective and measurable data on learners’ achievement.
They are effective for assessing learning outcomes.
They help identify individual differences in performance.
Structured tests are easy to score and analyze.
Weaknesses of Tests
They may not fully assess practical or real-life application skills.
Construction of valid test items can be challenging.
They may encourage rote memorization instead of critical thinking.
Essay-type tests can be time-consuming and sometimes subjective to
mark.
The test was used in this study to assess learners’ understanding of the topic,
while observation complemented it by providing real-time evidence of learners’
actual performance and learning difficulties.
Intervention
Intervention refers to a structured set of strategies deliberately designed and
implemented to address identified problems and improve teaching and learning
outcomes. According to Ernest T. Stringer (2014), intervention in action research
involves purposeful actions taken within the classroom context to bring about
improvement in practice through systematic planning and reflection.
In this study, the researcher addressed the identified problem through a three-
stage process consisting of pre-intervention, intervention implementation, and
post-intervention assessment. This cyclical approach aligns with the view of Jean
McNiff (2017), who emphasizes that action research interventions follow iterative
cycles of planning, acting, observing, and reflecting to improve educational
practice continuously.
The pre-intervention stage involved identifying learners’ existing challenges and
assessing their baseline understanding. The intervention implementation stage
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focused on applying targeted teaching strategies to address the identified
difficulties. Finally, the post-intervention stage was used to evaluate the
effectiveness of the strategies implemented by comparing learners’ performance
before and after the intervention.
Pre-Intervention
A number of observations were made during the first two weeks and become
aware of the learners' problem. It was observed that the learners understood the
lesson as it was being taught but later got confused as the lesson progressed. They
easily forget what had been taught and as a result scored lower marks after the
evaluation exercise. Upon thorough scrutiny into learners' exercise books, it was
found out that they had done little work in mathematics and had scored low marks
unlike the other reading subjects which were quite encouraging. The researcher
also observed that, the learners' seating arrangement was not the best as the
brighter learners were paired on the same desk. This affected the low achievers in
the class. In an attempt to further understand the problem and to develop
appropriate means of solving the problem at hand, the researcher introduced the
next item which is test.
The researcher administered the pre-test within the third week of which the test
items were written on the board as exercise for the learner'. The scores for the pre-
test which were elicited by the fifteen (25) selected learners indicated that they
have difficulties in understanding the topic; hence there should be remedial
teaching to enhance their understanding.
Table 1: Pre-Test Result
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Scores (x) Number of pupils (f) Percentage
(%)
0 9 36
1 3 12
2 5 20
3 2 8
4 3 12
5 0 0
6 1 4
7 0 0
8 2 8
9 0 0
10 0 0
Total £f =25 100
From table1 , the pre-test revealed that they we're not able to perform well in the
pre-test. This is so because, out of 25 learners representing 100% only three
learners representing 12% were able to score above the pass mark which is five
(5). Twenty-two (22) learners ‘representing 88% scored below the pass mark.
Based on the results of tainted in the table four (4), it showed clearly that the
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learner’s inability to identify plane shapes in 3D diagrams was because they did
not understand the concept of plane shapes well.
Intervention
Data from the series of observation and test proved that the learners' selected had
the following problems which hindered their ability to solve problems pertaining
to plane shapes.
They could not give a clear distinction between quadrilateral and rectangle
or squares.
They could not find the vertex or vertices of a plane figure.
They were not able to distinguish between a line of symmetry and a
number of edges of a plane figure.
They were unable to solve problems pertaining to the perimeter and area
of some plane figures like rectangle.
The above problems prompted me to use (geoboard) to help solve the problem at
hand.
Day 1
Activity 1: the concept plane shapes were explained to the learners' as two-
dimensional shape that has a flat surface.
Example: square, rectangle, triangle etc.
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Activity 2: the geoboard was introduced to the learners' together with some
rubber bands. The learners were then asked to make shapes on their own using the
geoboard and the rubber bands.
Activity 3: the learners were assisted to give names to the shapes that they made.
Example: square, rectangle, rhombus, pentagon among others. Learners were
assisted to come out with the parts of the shapes they have made.
Activity 4: learners we're asked to make a three _ sided figure on the geoboard
which each of the types of triangles were explained to them. I then posed
questions on the properties of the shapes and guided them to
answer the questions.
Figure 1: A three-sided figure on the (geoboard).
1: What is the name of the figure?
2: How many vertices does it have?
3: What is the relationship between the number of edges and the vertices?
4: Do all triangles have their sides to be equal?
Day 2
Activity 1: learners R.P.K were revised based on the previous lesson.
Activity 2: the geoboard was given to the learners to make four-sided figure using
the rubber bands and posed questions on the properties of the figure
Figure 2: Four-sided figure 1: What name is
given to the figure?
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2: Why is it named so?
3: Are the number of sides the same?
4: What name is given to the figure of the same sides?
5: Do the figure have the same number of vertices as the edge?
6: State the relationship that exists between 3_sided and 4_ sided figure.
Activity 3: The learners were then asked to come out with some of the examples
of quadrilaterals. They are square, rectangle, kite, parallelogram etc.
Day 3:
The concept of line of symmetry was explained to the learners using the geoboard
and the rubber bands as a line that divides any figure into equal parts.
Figure 3: Line of symmetry of a square.
Activity 2:
Questions were asked on the line of symmetry as.
1: How many lines of symmetry does the square have?
2: Apart from square name any figure which also has a line of symmetry.
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Day 4
Learners were guided to come out with the properties of triangle and
quadrilaterals like rectangle and square.
Triangles
(A) Equilateral Triangle
(i) All sides are equal.
(ii) All interior angles are equal.
(iii) Three lines of symmetry.
B) Isosceles triangle
(i). Two of it sides are equal.
(ii) Two interior angles are equal.
(iii) One line of symmetry
C) Scalene triangle
(i) All of it sides are different.
(ii) All the interior angles are not equal.
(iii) It has no line of symmetry.
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Quadrilaterals
A) square
(i) All of it sides are equal.
(ii) All angles are equal.
(iii) Opposite sides are parallel.
(iv) Four lines of symmetry.
B) Rectangle
(i) Two opposite sides are equal.
(ii) Two lines of symmetry.
(iii) All angles are equal.
(iv) Two opposite sides are parallel.
Day 5
Teaching the concept of the perimeter of the plane shapes.
Activity 1: Learners were made to realize that the line connecting two nails on the
geoboard equals 1 length.
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Activity 2: Learners were then asked to form different shapes on the (geoboard)
ranging from triangles, square, rectangle and other polygons.
Activity 3: The learners we're asked to determine the difference between two
nails on the
(geoboard). It was seen that the distance between them was equidistant.
Figure 4: plane shapes
Activity 2: To find the perimeter of the various shapes formed on the geoboard,
the perimeter of a figure was explained to the learners as the distance around the
outer boundary of a two-dimensional shape.
Activity 3: The learners we're asked to add all the lengths in each of the shapes
they formed on the geoboard after which a table was drawn to represent their
findings.
Table 2: perimeter of two -dimensional shape.
Shapes Distance around the outer boundary.
A_ hexagon 6
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B_ rectangle 12
C_ triangle. 15
D_ square. 16
The activity helped the learners to realize that the sum of all the sides in each
figure gives the perimeter of that shapes. Learners were made to realize that the
sides are measured in centimeters and hence when a centimeter is added to a
centimeter the sum is two centimeters in addition, when 2 centimeters is added to
a one centimeter the sum is three (3) centimeters. Thus, the learners were
cautioned to leave their answers in centimeter(s) cm.
Day 6: the learners were made to find the perimeter of the following
shapes. figure 5: isosceles triangle
figure 6: hexagon.
figure 7: rectangle.
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The learners calculated the perimeter of each shape as follows
Figure 5, perimeter = 2cm+2cm+3cm=7cm.
Figure 6: perimeter = 2cm+2cm+2cm+2cm+2cm+2cm=12cm.
Figure 7: perimeter = length=4, breath=2cm.
P=L+L+B+B
P=2l+2b
P=2(4) +2(2)
P=8+4
P=12cm.
Day 7:
Activity 1: teaching the concept of area of a rectangle using geoboards.
The learners were asked to find out the distance between two nails on the
geoboards. They realized that the distance between them was equidistant.
Activity 2: learners we're then asked to use the elastic bands to form any rectangle
on the
(geoboard). With this various rectangle were formed.
Figure 8: various rectangles formed on the geoboard.
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A B C
Activity 3: I explained to the learners that the area of a figure is the sides of the
surface or the amount of space inside a two -dimensional figure or shape.
Activity 4: the learners were then asked to find the number of square units in each
of the figure they formed on the (geoboard) after which a table was drawn to
represent their findings.
Table 3: Area of a Rectangle.
Rectangle Longer sides (in cm) Shorter sides Surface Area (cm2)
A 6 2 12
B 3 2 6
C 4 2 8
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The learner discovered for themselves that the relation between the shorter and the
longer side if when multiplied gives the surface area of the figure. This activity
helped the learners to realize that the area of a rectangle is calculated by
multiplying the shorter side that is the breath and the longer sides being the
length.
That is, area of a Rectangle=Length × Breath.
Mathematically, A=L×B.
Learners were made to realize that the length and the breath of triangles when
they are given in centimeters, the product of the two will result in . Thus, the
learners were cautioned to leave their answers in square centimeters as the
required unit.
Day 8.
Learners we're asked to use the (geoboard) to find the area of these rectangles.
Figure 9:
Solution for A:
The learners were made to form a rectangle on the (geoboard) that has got a
length of 9cm or 9 square units and breadth of 3cm or 3 square units. After which
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they were made to count the number of square units found on the surface. It was
calculated that the total square units were 27cm3 or 27 square units.
This was further illustrated as
A = L×B
L= 9cm
B= 3cm
Therefore: A=L×B
A=9cm×3cm
A=27cm2
B:
Solution for B
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Also, the learners were made to form a rectangle of length 3cm and breadth
[Link] were made to count the number of square units that were found within
the bounded lines. They realize that the total number of square units found was 6.
This was further illustrated as L=3cm
B=2cm
A=L×B
A=3cm×2c
A=6cm2
Post- intervention
This part deals with the results or the outcome after the use of the activities during
the intervention stage. The activities I used during the intervention were aimed at
helping the learners to solve problems pertaining to the plane shapes. I conducted
a post-test for the learners which were the same questions I used as post-test.
After marking the exercise, I realized that the learners had improved upon their
existing poor performances. One can therefore say that the intervention put
forward yielded positive responses.
Table 4 : Post-Test Results.
Scores number of people (f) percentage (%)
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0 0 0
1 0 0
2 0 0
3 0 0
4 1 4
5 3 12
6 6 24
7 5 20
8 7 28
9 1 4
10 2 8
Total £f= 25 100
From the table 4 , it is clear that none of the learners scored a mark less than 4.
One (1) learner representing 4%% scored a mark of 4. Three (3) learners
representing 12% also obtained 5marks. No learners scored the marks of 0,1,2,3.
Seven (7) learners representing 28% had 8 marks, five (5) learners representing
20%had 7 marks, six (6) learners representing 24% had 6 marks and two (2)
learners representing 8% scored 10 marks from the table above, the post-test
revealed that the learners improve greatly. This was because out of the twenty-
five (25) learners representing 100% only one (1) learner representing 4.0%
scored marks below the past mark which was five (5), twenty-four (24) learners
representing 96.0% were able to score above the pass mark of five (5). The table
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reveals that after using the teaching and learning resources (geoboard) in teaching,
there was an improvement in the learner’s performance.
Data analysis
Data collection and responses from the learners (participants) were analyzed
according to one research question at a time and analyzing the data relevant to a
particular question using frequency distribution tables. Response under each
question were interpreted and explained in line with its contribution to the
learner’s academic performance. Tables and activities were used for data
presentations and analysis.
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