understanding of Geometry in Nasarawa State. The study adopted causal-comparative research

design based on action research paradigm. The population of this study was 155 pre-service

Mathematics teachers in the Colleges of Education (Public & Private) in the Nasarawa State in

2022/2023 school year from the six Colleges of Education. The entire population of pre-service

teachers were used for the study since it was not too large.

The instrument used for this study was

Geometry Conceptual Understanding Test (GCUT) developed in two phases by the researchers.

The GCUT consisted of 40 items with options (A – D) and reasoning options (A – D) drawn across

geometric concepts. It was content validated by specialists in mathematics education and science

education. It was trial-tested on 123 pre-service mathematics teachers across mathematics

combination from College of Education Akwanga. The internal consistency reliability coefficient

of the instrument GCUT was computed using Kuder – Richardson (K – R21) and the reliability

coefficient of GCUT was found to be 0.81.

The instrument was administered on the pre-service

mathematics teachers to generate scores by experienced lecturers teaching the sampled students

who served as research assistants. The data collected for the study were analysed using frequency

counts and percentage were used to answer research questions 1 and 2 using a bench mark:

below 40% - weak knowledge; 40 – 49% - moderately adequate knowledge and 50% and above – highly adequate knowledge.

Descriptive statistics of mean and Standard Deviation were used

to answer research questions three. Inferential statistics of t-test was used to test the hypothesis

which involved comparing two means of groups. Findings revealed that pre-service mathematics

teachers representing possess weak knowledge and conceptual understanding of geometry. There

was also a significant difference between the pre-service teachers’ knowledge in geometry and

their conceptual understanding of geometry. Based on these findings, the researchers recommend

among others that Colleges of Education authorities should ensure that qualified candidates who

have evidence of competence in Mathematics and passion to study Mathematics are admitted to

study pre-service Mathematics courses to prepare them for the tasks of guiding Basic Education

students in geometry learning.