Abstract:
With the rapid growth of technology in the 21st century, traditional teaching and
learning methods are considered outdated and not suitable for the active learning
processes of the constructivist learning approach. The adjustment of existing methods
and the development of new ones to teach and learn calculus with the help of technology
is needed. This study aimed to investigate the effect of the use of cycle model
incorporating GeoGebra software on university students’ learning of calculus in terms
of proficiency in calculus and attitudes to using GeoGebra. A quasi-experiment with a
pre-test post-test design and questionnaires was used. The study was conducted at a
University of Education-Sekondi study center with 66 students. The data were collected
over four weeks in semester two of the 2021/2022 academic year. The quantitative and
qualitative data were analyzed using SPSS. The results indicated that incorporating
GeoGebra in the cycle model of teaching calculus had a more positive effect on
students’ conceptual and procedural understanding when compared to students who
were taught using a traditional teaching approach. Students in the GeoGebra group
showed greater improvement in procedural understanding, with an effect size of d = 1.2
and a percentile gain of 49%; in conceptual understanding of differential calculus.
However, the students in non-GeoGebra group showed only slight improvement with
an effect size of d = 0.02 and a percentile gain of 2%. Students expressed positive
attitudes and perceptions towards the use of GeoGebra for learning differential calculus.
While the GeoGebra oriented learning approach to calculus has the potential to improve
proficiency, it remains critically important that it should be designed (cycle model) and
aimed to fill a specific gap. Based on the results, it is imperatives that students are being
taught calculus by incorporating GeoGebra in cycle model.
Description:
A thesis in the Department of Mathematics Education,
Faculty of Science, submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Mathematics)
in the University of Education, Winneba
