The effect of incorporating geogebra in cycle model of teaching calculus at university of education, Sekondi study centre

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With the rapid growth of technology in the 21st century, traditional teaching and learning methods are considered outdated and not suitable for the active learning processes of the constructivist learning approach.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.