https://www.ajol.info/index.php/ajesms <p>The <em>African Journal of Educational Studies in Mathematics and Sciences</em> (AJESMS) is an international publication that aims at generating fresh scholarly inquiry and exposition in the fields of mathematics education, science education and related disciplines. AJESMS offers a forum for familiarizing the world with the goings-on in research endeavours and original thoughts in these important fields of human learning</p> <p>Editorial decisions are made by our Editorial Board of active researchers who manage the peer review process and decide which manuscripts should be published.</p> <p>Journal Website: <a href="https://journals.uew.edu.gh/">https://journals.uew.edu.gh/</a></p> Faculty of Science Education, University of Education, Winneba en-US African Journal of Educational Studies in Mathematics and Sciences 0855-501X <h3>License agreement and author copyright</h3><p><em>AJESMS</em> does not require authors to assign copyright of their published original research papers to the journal. Articles are published under a <a href="http://creativecommons.org/licenses/by/4.0/">CC BY license</a>(Creative Commons Attribution 4.0 International License). The CC BY license allows for maximum dissemination and re-use of open access materials and is preferred by many research funding bodies. Under this license users are free to share (copy, distribute and transmit) and remix (adapt) the contribution including for commercial purposes, providing they attribute the contribution in the manner specified by the author (<a href="http://creativecommons.org/licenses/by/4.0/legalcode">read full legal code</a>).</p><h3>Availability of materials and data</h3><p>An inherent principle of publication is that others should be able to replicate and build upon the authors' published claims. Therefore, a condition of publication in <em>AJESMS</em> is that authors are required to make materials, data and associated protocols promptly available to readers without undue qualifications in material transfer agreements. Any restrictions on the availability of materials or information must be disclosed to the publishing team at the time of submission. Supporting data must be made available to Editorial Board Members and reviewers at the time of submission for the purposes of evaluating the manuscript. Reviewers may be asked to comment on the terms of access to materials, methods and/or data sets; <em>AJESMS</em> reserves the right to refuse publication in cases where authors do not provide adequate assurances that they can comply with the publication's requirements for sharing materials.</p><p>After publication, readers who encounter refusal by the authors to comply with these policies should contact the <em>AJESMS</em> publishing team. In cases where we are unable to resolve a complaint, the matter may be referred to the authors' funding institution and/or a formal statement of correction may be published, attached online to the publication, stating that readers have been unable to obtain necessary materials to replicate the findings.</p><h3>Sharing datasets</h3><p>A condition of publication <em>AJESMS</em> is that authors make materials, data and associated protocols promptly available to others without preconditions.</p><p>Datasets must be made freely available to readers from the date of publication, and must be provided to Editorial Board Members and reviewers at submission, for the purposes of evaluating the manuscript.</p> https://www.ajol.info/index.php/ajesms/article/view/294384 <p>This study explored the impact of inquiry-based teaching on high school students’ understanding, performance, and attitudes toward geometry. Grounded in constructivist principles and the van Hiele theory of geometric thinking, the study adopted a design-based research approach within a descriptive case study framework. Eight in-service mathematics teachers (IMTs) and 87 students from two senior high schools (SHSs) participated in the study. The IMTs underwent professional development training to design and implement inquiry-based lessons. Data were collected using the van Hiele Geometry Test (VHGT), Geometry Achievement Test (GAT), and Geometry Attitude Scale (GAS) and analysed through descriptive and inferential statistics. Findings revealed that students who engaged in inquiry-based learning demonstrated significant improvements in their geometric thinking levels, with many progressing to higher van Hiele levels. Additionally, students showed enhanced performance in geometry and developed positive attitudes characterised by increased motivation and self-confidence. The study concludes that integrating inquiry-based teaching into constructivist classrooms fosters student-centred learning and enhances geometric reasoning. It recommends that mathematics educators adopt inquiry-based instructional strategies to improve student engagement and achievement in geometry.</p> Victus Kumazah Douglas Darko Agyei Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0 2025-04-26 2025-04-26 21 1 1 14