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

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.