Effect of GeoGebra on Students’ Academic Performance in Calculus in Senior Secondary Schools in Port Harcourt Metropolis, Rivers State

This study investigated the effect of GeoGebra on senior secondary school students’ performance in calculus in Port Harcourt Metropolis, Rivers State. The study adopted a non-randomized pre-test posttest control group quasi-experimental design. Fifty-four thousand and ninety-seven (54,097) students in 47public senior secondary schools in Port Harcourt metropolis formed the population of the study. One hundred and twenty-four (124)Mathematics students in four intact classes selected from two schools constituted the sample for the study. Two research questions and two null hypotheses was posed and formulated respectively to guide the study. The instrument used for data collection was titled “Calculus Performance Test” (CPT). To ensure the reliability of the instruments, a pilot study was conducted using 20 students from two senior secondary schools in Rivers State that were not included in the main study. The data collected were subjected to Kuder-Richardson-20 method of reliability yielded reliability index of 0.84 showing high internal consistency. Descriptive statistics (mean and standard deviation) and inferential statistics (Analysis of covariance ANCOVA) were used to analyse the data at 0.05 significance level. Results revealed that students taught using GeoGebra a technology-based instructional strategy significantly outperformed their counterparts taught using lecture methods in conceptual understanding, achievement, and retention of calculus concepts. These findings indicate that effective integration of GeoGebra into calculus instruction enhances learning outcomes, but its success depends largely on teachers’ digital pedagogical competence. The study recommends provision of adequate ICT infrastructure, and formal integration of GeoGebra into senior secondary school mathematics curriculum and assessments.

GeoGebra, technology-based strategy, Calculus, Performance, STEM

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