Abstract:
The study explored the effect of using GeoGebra on students‘ performance of
geometry, the effectiveness of the use of GeoGebra on students‘ van Hiele level of
geometric thinking, effect of using GeoGebra on students‘ motivation to learn
geometry and students‘ perceptions of using Geogebra in the learning of geometry.
The study utilized mixed method approach involving one group pretest-posttest pre experimental design. A total of eighty (80) participants were used in the study. Simple
random sampling procedure was used to select a sample size of eighty (80) SHS 2
students. Geometry Achievement Test (GAT) was used to explore the effect of
GeoGebra on students learning performance of geometry. Van Hiele Geometry Test
(VHGT) was used to explore the effectiveness of using GeoGebra on students Van
Hieles‘ geometric think levels. Semi structured interview guide was used to collect
data on how GeoGebra motivates students to learn geometry. Questionnaires were
used to collect numeric data on students‘ perception of using GeoGebra in learning
geometry. Inferential statistics of one-way ANOVA and paired sample T-test were
used to test the hypotheses. Findings reveal that the use of GeoGebra had positive
effects on students learning performance in geometry and students are motivated. The
findings also reveal that most students did not perform well in the pre-VHGT item test
as compared to the post-VHGT item test. The study concluded that, using GeoGebra
to teach geometry improved students performance in geometry. Moreover, the use of
GeoGebra on students van Hiele level of geometric thinking was effective because
majority of the students 95.0% (F = 76) obtained more than half of the marks allotted
to the test while 5.0% (F = 4) had the total marks allotted to the test after the use of
GeoGebra. It also motivated students because it took away dullness thus, making
learning easier and fascinating. Again students had positive perception of using
GeoGebra to learn geometry. The hypotheses concluded that there was a statistically
significant difference at the p < .005 level in the level means of students van Hiele
geometric thinking levels after GeoGebra instruction and p < .005 level in the mean
pre-VHGT and post-VHGT scores of senior high technical school students‘. The
study recommends that: The government should endeavour to equip senior high
technical schools with functional computer laboratories. Mathematics teachers should
incorporate GeoGebra and other Mathematics software in the teaching of
Mathematics concepts.
Description:
A Thesis in the Department of Mathematics Education,
Faculty of Science Education, submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Mathematics Education)
In the University of Education, Winneba