Integration of Geogebra Software Into Mathematics Instruction
Abstract
The study focused on how learners' performance and attitudes in mathematics were affected by the GeoGebra software. Among the most significant obstacles facing the teaching and learning of mathematics has been the need for instructional tools, particularly those incorporating information and communication technology (ICT). The design of the study was quasi-experimental with a sample size of 80 respondents selected from the population of the study with the use of a purposive sampling technique. The selection of the schools was based on the availability of working computer systems. Using basic random sampling, two intact classes were divided into experimental and control groups. The findings of the Student Achievement Test in Mathematics, SATM, indicated that pupils who had been taught GeoGebra performed significantly better at the post-test level than the pre-test level (t = 2.14; p > 0.05). The results of the Mathematics Attitudinal Scale (MAS) also demonstrated that students' attitudes toward mathematics were highly correlated with their proficiency with GeoGebra (t =2.11; p > 0.05). The investigation concluded that there are insufficient teaching materials available for mathematics training. Thus, integrating GeoGebra software into the teaching of mathematics significantly improves secondary school students' performance in mathematics.
Downloads
References
Agyei, E., Agyei, D. D., & Benning, I. (2023). Teaching mathematics with digital technologies: A situational analysis of high school teachers’ experiences in Ghana. African Journal of Research in Mathematics, Science and Technology Education, 0(0), 1–14. https://doi.org/10.1080/18117295.2023.2265241
Agyei, E., Darko Agyei, D., & Benning, I. (2022). In-service mathematics teachers’ preparedness, knowledge, skills, and self-efficacy beliefs of using technology in lesson delivery. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2135851
Albeshree, F., Al-Manasia, M., Lemckert, C., Liu, S., & Tran, D. (2022). Mathematics teaching pedagogies to tertiary engineering and information technology students: a literature review. International Journal of Mathematical Education in Science and Technology, 53(6), 1609–1628. https://doi.org/10.1080/0020739X.2020.1837399
Birgin, O., & Topuz, F. (2021). Effect of the GeoGebra software-supported collaborative learning environment on seventh-grade students’ geometry achievement, retention and attitudes. Journal of Educational Research, 114(5), 474–494. https://doi.org/10.1080/00220671.2021.1983505
Dahal, N. (2020). Teacher-students bonding in mathematics learning : an exploration of past, present and future. Assumption University-EJournal of Interdisciplinary Research (AU-EJIR), 5(1), 63–76.
Dahal, N., Pant, B. P., Shrestha, I. M., & Manandhar, N. K. (2022). Use of GeoGebra in teaching and learning geometric transformation in school mathematics. International Journal of Interactive Mobile Technologies, 16(8), 65–78. https://doi.org/10.3991/ijim.v16i08.29575
Dahal, N., Pant, B. P., Shrestha, I. M., & Manandhar, N. K. (2023). Use of GeoGebra in high school mathematics: a case of geometric transformation for teaching and learning. Recent Progress in Science and Technology, 1, 66–81. https://doi.org/10.9734/bpi/rpst/v1/4476f
De Vita, M., Verschaffel, L., & Elen, J. (2018). The power of interactive whiteboards for secondary mathematics teaching: two case studies. Journal of Educational Technology Systems, 47(1), 50–78. https://doi.org/10.1177/0047239518767112
Dunnigan, G., & Halcrow, C. (2021). If you don’t build it, they will leave: Reforming an applied calculus course by eliminating large lectures and incorporating active learning. Primus, 31(3–5), 413–433. https://doi.org/10.1080/10511970.2020.1769234
Em, A. M. M., & Roman, A. G. (2020). Effectiveness of GeoGebra in teaching grade 10 mathematics. Asian Journal of Multidisciplinary Studies, 3(2). https://doi.org/10.3126/craiaj.v4i1.32729
Fathurrohman, M., Nindiasari, H., Anriani, N., & Pamungkas, A. S. (2021). Empowering mathematics teachers’ ICT readiness with Android applications for Bring Your Own Devices (BYOD) education practice. Cogent Education, 8(1). https://doi.org/10.1080/2331186X.2021.2002131
Feerick, E., Clerkin, A., & Cosgrove, J. (2022). Teachers’ understanding of the concept of ‘embedding’ digital technology in education. Irish Educational Studies, 41(1), 27–39. https://doi.org/10.1080/03323315.2021.2022521
Fujita, T., Nakagawa, H., Sasa, H., Enomoto, S., Yatsuka, M., & Miyazaki, M. (2021). Japanese teachers’ mental readiness for online teaching of mathematics following unexpected school closures. International Journal of Mathematical Education in Science and Technology. https://doi.org/10.1080/0020739X.2021.2005171
Haleva, L., Hershkovitz, A., & Tabach, M. (2021). Students’ activity in an online learning environment for mathematics: The role of thinking levels. Journal of Educational Computing Research, 59(4), 686–712. https://doi.org/10.1177/0735633120972057
Herbst, P., Fujita, T., Halverscheid, S., & Weiss, M. (2017). The learning and teaching of geometry in secondary schools: A modelling perspective. Routledge. https://doi.org/10.4324/9781315267593
Ishartono, N., Nurcahyo, A., Waluyo, M., Prayitno, H. J., & Hanifah, M. (2022). Integrating GeoGebra into the flipped learning approach to improve students’ self-regulated learning during the COVID-19 pandemic. Journal on Mathematics Education, 13(1), 69–86. https://doi.org/10.22342/jme.v13i1.pp69-86
Jao, L., Sahmbi, G., & Huang, Y. S. (2020). Professional growth through reflection and an approximation of practice: Experiences of preservice teachers as teaching assistants in a secondary mathematics teaching methods course. Teacher Educator, 55(1), 47–65. https://doi.org/10.1080/08878730.2019.1637986
Kim, K. M., & Md-Ali, R. (2017). Geogebra: Towards realizing 21st century learning in mathematics education. Malaysian Journal of Learning and Instruction, Special issue, 93–115. https://doi.org/10.32890/mjli.2017.7799
Li, X., Zhou, Y., & Wijaya, T. T. (2022). The effect of hawgent dynamic mathematics software on mathematics achievement: A meta-analysis. Al-Jabar : Jurnal Pendidikan Matematika, 13(1), 175–188. https://doi.org/10.24042/ajpm.v13i1.11711
Lipovec, A., Krašna, M., & Pesek, I. (2019). Challenges and dilemmas of the conceptualized ICT use in teaching. Univerzitetna založba Univerze. https://doi.org/10.18690/978-961-286-257-2
Lo, L. N. K. (2019). Teachers and teaching in China: a critical reflection. Teachers and Teaching: Theory and Practice, 25(5), 553–573. https://doi.org/10.1080/13540602.2019.1632823
Marks, R., Foster, C., Barclay, N., Barnes, A., & Treacy, P. (2021). A comparative synthesis of UK mathematics education research: What are we talking about and do we align with international discourse?. Research in Mathematics Education, 23(1), 39–62. https://doi.org/10.1080/14794802.2020.1725612
Mokotjo, L. G., & Mokhele, M. L. (2021). Challenges of integrating geogebra in the teaching of mathematics in South African high schools. Universal Journal of Educational Research, 9(5), 963–973. https://doi.org/10.13189/ujer.2021.090509
Munyaruhengeri, J. P. A., Umugiraneza, O., Ndagijimana, J. B., & Hakizimana, T. (2023). Potentials and limitations of GeoGebra in teaching and learning limits and continuity of functions at selected senior four Rwandan secondary schools. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2238469
National Policy of Education. (2023). Philosophy and goals of education in Nigeria (6th ed.). NPE Press.
Ng, D. T. K., Su, J., Leung, J. K. L., & Chu, S. K. W. (2023). Artificial intelligence (AI) literacy education in secondary schools: A review. Interactive Learning Environments, 1–21. https://doi.org/10.1080/10494820.2023.2255228
Ogbonnaya, U. I., & Mushipe, M. (2020). The efficacy of geogebra-assisted instruction on students’ drawing and interpretations of linear functions. International Journal of Learning, Teaching and Educational Research, 19(9), 1–14. https://doi.org/10.26803/ijlter.19.9.1
Rizqi, M. A., Sa’dijah, C., & Susiswo, S. (2023). Development of linear equations e-learning media by integrating Geogebra in Google Sites. Jurnal Pendidikan MIPA, 24(2), 481–492. https://doi.org/10.23960/jpmipa/v24i2.pp481-492
Safrida, L. N., Setiawan, T. B., Susanto, Yudianto, E., Ambarwati, R., & Putri, I. W. S. (2020). Integrating GeoGebra into geometry space learning: A lesson from traditional cultural festival tumpeng sews. Journal of Physics: Conference Series, 1465(1). https://doi.org/10.1088/1742-6596/1465/1/012046
Shah, N. H., Nazir, N., Arshad, M., Akhter, K., Shaheen, A. K., Younas, S., & Ghazanfar, F. (2023). Effect of students' attitude towards mathematics on their mathematical achievement at secondary school level. International Journal of Emerging Technologies in Learning (IJET), 18(12), 178–192. https://doi.org/10.3991/ijet.v18i12.38765
Slavin, R. E., Cheung, A. C. K., & Zhuang, T. (2021). How could evidence-based reform advance education? ECNU Review of Education, 4(1), 7–24. https://doi.org/10.1177/2096531120976060
Sun, D., Zhan, Y., Wan, Z. H., Yang, Y., & Looi, C. K. (2023). Identifying the roles of technology: A systematic review of STEM education in primary and secondary schools from 2015 to 2023. Research in Science and Technological Education, 1–25. https://doi.org/10.1080/02635143.2023.2251902
Tang, Y. M., Chau, K. Y., Lau, Y. yip, & Ho, G. T. S. (2022). Impact of mobile learning in engineering mathematics under the 4-year undergraduate curriculum. Asia Pacific Journal of Education, 1–17. https://doi.org/10.1080/02188791.2022.2082379
Thapa, R., Dahal, N., & Pant, B. P. (2022). GeoGebra integration in high school mathematics experiential exploration on concepts of circle. Mathematics Teaching-Research Journal, 14(5), 16–33.
Vinerean, M., Fahlgren, M., Szabo, A., & Sriraman, B. (2022). Prospective teachers constructing dynamic geometry activities for gifted pupils: Connections between the frameworks of Krutetskii and van Hiele. Gifted Education International, 38(2), 273–294. https://doi.org/10.1177/02614294211046544
Wang, S., Christensen, C., Cui, W., Tong, R., Yarnall, L., Shear, L., & Feng, M. (2023). When adaptive learning is effective learning: Comparison of an adaptive learning system to teacher-led instruction. Interactive Learning Environments, 31(2), 793–803. https://doi.org/10.1080/10494820.2020.1808794
Wassie, Y. A., & Zergaw, G. A. (2019). Some of the potential affordances, challenges and limitations of using GeoGebra in mathematics education. Eurasia Journal of Mathematics, Science and Technology Education, 15(8). https://doi.org/10.29333/ejmste/108436
West African Examination Council. (2023). Senior school certificate examinations (May/June): Mathematics theory paper 2. Yaba.
Wu, M., Sun, D., Yang, Y., Li, M., & Sun, J. (2023). Investigating students’ performance at self-regulated learning and its effects on learning outcomes in chemistry class at the senior secondary school. International Journal of Science Education, May. https://doi.org/10.1080/09500693.2023.2209693
Yohannes, A., & Chen, H. L. (2021). GeoGebra in mathematics education: A systematic review of journal articles published from 2010 to 2020. Interactive Learning Environments, 31(9), 5682-5697. https://doi.org/10.1080/10494820.2021.2016861
Yorganci, S. (2018). A study on the views of graduate students on the use of GeoGebra in mathematics teaching. European Journal of Education Studies, 4(May). https://doi.org/10.5281/zenodo.1272935
Copyright (c) 2024 Studies in Learning and Teaching
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
