Enhancing students’ conceptual understanding and task value through variation theory-assisted guided inquiry-based instruction

This dataset is generated by the researcher for this particular study that was conducted to examines the effects of variation theory-assisted guided inquiry-based (VGIBI) on grade ten students’ conceptual understanding (CU) and task value (TV) in solid geometry at three government secondary schools in Debre Tabor City, Ethiopia in the 2023/2024 academic year. The data was collected from 99 students who were categorized as three study groups: Experimental Group1 (EG1), Experimental Group 2(EG2), and Control Group (CG) using CU test and TV questionnaire that are included in this data repository. The dataset contains students’ demographic data, their CU t and TV dimensions (intrinsic, attainment, and utility values) pre-test and post-test scores. Additionally, MANOVA, and ANCOVA assumptions test results for the study groups’ pre and post-test scores were included here.