Effect of tinkercad on Junior High School students’ achievement in geometry-a study of two schools in Accra

Abstract

This study investigated the impact of Tinkercad, a 3D modeling software, on the achievement of Junior High School students in geometry. The study was motivated by persistent poor performance in geometry among Ghanaian students, which has often been attributed to abstract approaches to teaching the subject and a lack of use of manipulative learning tools. A quasi-experimental pretest–posttest control group design was adopted. The sample comprised 80 students selected from two private Junior High Schools in Accra. Whereas the experimental group was taught some selected topics in geometry with the aid of Tinkercad, the control group received instruction using traditional methods. A geometry achievement test, developed by the researcher, was used to collect data at pre- and posttreatment points. Both descriptive and inferential statistics, including paired and independent samples t-tests, were used in the analysis. The results revealed that even though both groups showed an improvement in their performance at the post-test, only the improvement among students in the control group reached statistical significance. Also, the mean post-test scores of the control group were higher than those of the experimental group. There were no statistically significant differences in performance by gender. The study, therefore, concluded that while Tinkercad did not result in any statistically significant improvement in academic performance compared to traditional teaching, it contributed positively to students’ engagement and interest in the lessons on geometry. Teachers should, therefore, integrate Tinkercad into effective instructional strategies, with adequate training and practice opportunities for students to maximize its full potential in mathematics education