INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
Page 8595
www.rsisinternational.org
Enhancing Students’ Understanding of Functions and Graphs
through GeoGebra-Based Instruction
Oscar S. Recto, Jr.
Dapa National High School, Dapa, Surigao del Norte, Philippines
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000699
Received: 06 November 2025; Accepted: 12 November 2025; Published: 21 November 2025
ABSTRACT
Proficiency in functions and graphs is fundamental in Senior High School mathematics, serving as a prerequisite
for advanced courses in calculus, statistics, and real-world applications. This study employed a quasi-
experimental two-group pretest–posttest design to compare the effectiveness of the Traditional Lecture Method
(TLM) and GeoGebra-based instruction in teaching functions and graphs to Grade 11 GAS students at Dapa
National High School, S.Y. 2022–2023. Fifty students were purposively selected and randomly assigned into two
groups of 25 each. The TLM group was taught through lecture-discussion and chalkboard demonstrations, while
the GeoGebra group used interactive software for dynamic visualization. Results showed that in the first trial run,
the TLM group improved from 28.18% (Low Mastery) to 39.45% (Average Mastery), while the GeoGebra group
increased from 30.27% (Low Mastery) to 68.71% (Moving Towards Mastery). In the second trial run, the TLM
group advanced from 33.45% to 66.13%, whereas the GeoGebra group progressed from 35.76% to 80.21%.
ANCOVA confirmed a statistically significant difference favoring GeoGebra (p < 0.05). Perception results
revealed a grand mean of 3.17 (Moderately Perceived), with students strongly agreeing on GeoGebra’s user-
friendliness, motivational value, and effectiveness in visualizing graphs. Findings suggest that integrating
GeoGebra enhances mastery, motivation, and engagement, making it a valuable instructional tool for
strengthening mathematics learning.
Keywords: GeoGebra, functions and graphs, Mean Percentage Score, mathematics instruction, Senior High
School
INTRODUCTION
Functions and graphs are a central component of the Senior High School (SHS) Mathematics curriculum under
the Philippines’ K to 12 Basic Education Program. They provide essential foundations for advanced courses such
as calculus, statistics, and applied mathematics, while also serving as practical tools for real-world problem
solving in areas like science, business, and engineering. More importantly, they cultivate higher-order thinking
skills such as abstraction, reasoning, and problem-solving—competencies that are crucial for learners’ success in
both higher education and future STEM-related careers. In this sense, mastery of functions and graphs does not
only fulfill curricular requirements but also contributes to equipping students with 21st-century skills.
Despite their importance, many Filipino SHS students find functions and graphs particularly challenging. Studies
and classroom experiences consistently reveal difficulties in interpreting algebraic expressions, transitioning
between symbolic and graphical forms, and sketching accurate graphs. The abstract nature of these concepts often
leads to misconceptions and weak retention. Traditional Lecture Methods (TLM), which remain dominant in
many mathematics classrooms, often emphasize teacher-centered delivery and static visual aids, such as
chalkboard sketches or textbook diagrams. While these approaches can present procedures, they limit
opportunities for exploration, discovery, and immediate feedback. Consequently, students may achieve surface-
level familiarity but struggle with deeper conceptual understanding.
Dynamic mathematics software such as GeoGebra provides a potential solution to these learning difficulties.
GeoGebra is a free, open-source application that integrates algebra, geometry, calculus, and graphing in a single
interactive environment. Its dynamic interface allows students to manipulate parameters, visualize
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
Page 8596
www.rsisinternational.org
transformations in real time, and establish connections between algebraic and graphical representations. Through
this process, abstract concepts become more concrete, fostering active learning and conceptual clarity. Research
supports its effectiveness: Zulnaidi et al. (2020) emphasized that GeoGebra encourages mathematical discovery
by linking algebra and geometry, while Tay et al. (2018) reported that students taught with dynamic software
demonstrated greater motivation, achievement, and confidence compared to those instructed with traditional
methods.
However, in many rural schools such as those in the Schools Division of Siargao, classroom practices remain
heavily reliant on TLM. Limited access to technological resources, insufficient ICT infrastructure, and lack of
teacher training hinder the integration of tools like GeoGebra. This situation reflects a broader issue of educational
inequality, as learners in urban and well-resourced schools often benefit from innovative, technology-supported
instruction, while those in rural settings continue to experience traditional, teacher-centered methods. The digital
divide therefore contributes not only to disparities in access but also to differences in the quality of mathematics
learning experiences.
In this context, the present study aims to evaluate the effectiveness of GeoGebra integration in teaching functions
and graphs compared to the Traditional Lecture Method among SHS students at Dapa National High School. By
examining both achievement outcomes and student perceptions, this study seeks to provide empirical evidence
on the pedagogical benefits of GeoGebra in resource-constrained settings. The findings will be valuable to
educators, curriculum developers, and policymakers, particularly in determining strategies to strengthen ICT
integration in mathematics instruction. Ultimately, the study hopes to contribute to bridging the technological
gap in education, ensuring that all students—regardless of geographic location—are given opportunities to
develop mastery of fundamental mathematical concepts through innovative and equitable teaching practices.
Research Questions
This study sought to compare the effectiveness of GeoGebra and the Traditional Lecture Method (TLM) in
teaching functions and graphs among Senior High School students of Dapa National High School, S.Y. 2022–
2023. Specifically, it aimed to answer:
1. What are the Mean Percentage Scores (MPS) of students in the GeoGebra group and the Traditional
Lecture group in the pretest and posttest during the first trial run?
2. What are the Mean Percentage Scores (MPS) of students in the GeoGebra group and the Traditional
Lecture group in the pretest and posttest during the second trial run?
3. What are the students’ perceptions of GeoGebra in terms of ease of use, visualization, and motivation?
4. Is there a significant difference between the students’ posttest performance in the GeoGebra group and
the Traditional Lecture group during the first and second trial runs?
5. Is there a significant difference in perceptions of instructional method (GeoGebra vs. TLM)?
RESEARCH METHODS
The researcher employed a quasi-experimental two-group pretest–posttest design. A total of 50 students
participated in the study, all of whom were enrolled in the researcher’s General Mathematics classes under the
General Academic Strand (GAS), Grade 11. The participants were divided into two groups of 25 students each:
one group was taught using the Traditional Lecture Method (TLM), while the other group was taught through the
integration of GeoGebra.
The use of this design was considered appropriate for evaluating the effectiveness of GeoGebra in teaching
functions and graphs, as it allowed for a systematic comparison of instructional outcomes between a technology-
enhanced approach and a conventional lecture-based method. The sampling method was purposive, as the
participants were already enrolled in General Mathematics where functions and graphs form a core component
of the curriculum.
To strengthen the internal validity of the study, the allocation of participants to groups was randomized. This
ensured that any observed differences in learning outcomes could be attributed with greater confidence to the
instructional method employed rather than to pre-existing differences among students.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
Page 8597
www.rsisinternational.org
A pretest was administered to both groups prior to the intervention to establish a baseline measure of their
achievement in functions and graphs. Following the pretest, each group underwent a two-week instructional
intervention. The TLM group received lessons through lecture-discussion, textbook-based exercises, and
chalkboard demonstrations, while the GeoGebra group engaged in interactive activities, parameter manipulation,
and dynamic visualization of functions using the software.
After the intervention, a posttest was administered to both groups to assess learning gains. In addition, a four-
point Likert-scale perception survey was given to the GeoGebra group to measure students’ views on the tool’s
ease of use, ability to support visualization, and impact on motivation to learn mathematics.
This pretest–posttest design enabled the researcher to examine differences in achievement outcomes between the
two groups and to evaluate the perceived effectiveness of GeoGebra as an instructional tool for teaching functions
and graphs in General Mathematics.
Research Instrument
This study utilized two sets of researcher-made tests, one for the Traditional Lecture Method (TLM) group and
another for the GeoGebra group. These instruments served as the primary research tools, administered as both
pretests and posttests. Each test was constructed based on a Table of Specifications (TOS), ensuring alignment
with the competencies of General Mathematics under the K to 12 curriculum, specifically focusing on functions
and graphs (linear, quadratic, and exponential). The number of items was distributed according to the TOS to
balance knowledge, comprehension, and application levels.
To assess students’ achievement in both groups during the pretest and posttest, the Mean Percentage Score (MPS)
was computed, and its descriptive equivalent was interpreted using guidelines from DepEd Memorandum No.
160, s. 2012, as shown in Table 1.
Table 1. Achievement Level
Mean Percentage Score (MPS)
Descriptive Equivalent
96-100
Mastered
86-95
Closely Approximating Mastery
66-85
Moving Towards Mastery
35-65
Average Mastery
15-34
Low Mastery
5-14
Very Low Mastery
0-4
Absolutely No Mastery
In addition, a four-point Likert scale questionnaire was employed to evaluate students’ perceptions of GeoGebra
in terms of ease of use, visualization, and motivation. The scale descriptors, parameters, verbal interpretations,
and qualitative descriptions are presented in Table 2. To ensure reliability, the perception survey was subjected
to pilot testing, and Cronbach’s alpha was used to determine internal consistency, which yielded an acceptable
reliability coefficient.
Table 2. Four-point Likert Scale
Scales
Parameters
Qualitative Description
4
3.25-4.00
Highly Perceived
3
2.50-3.24
Moderately Perceived
2
1.75-2.49
Less Perceived
1
1.00-1.74
Not Perceived at All
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
Page 8598
www.rsisinternational.org
Data Analysis
The study used Mean and Standard Deviation to describe students’ perceptions of GeoGebra based on the survey
results. To compare achievement outcomes, a one-way Analysis of Covariance (ANCOVA) was employed to test
significant differences in posttest scores between the GeoGebra and TLM groups while controlling for pretest
performance. These statistical techniques provided a comprehensive evaluation of both the effectiveness and the
usability of GeoGebra in the teaching and learning of functions and graphs.
RESULTS AND DISCUSSION
Students’ Mathematics Performance
Table 3. Pretest and Posttest MPS during the first trial run
Test
TLM
(Control Group)
GeoGebra
(Experimental Group)
MPS
Descriptive Equivalent
SD
MPS
Descriptive Equivalent
SD
1
st
Trial
Run
Pretest
28.18%
Low Mastery
2.122
30.27%
Low Mastery
1.701
Posttest
39.45%
Average Mastery
2.314
68.71%
Moving Towards Mastery
2.318
MPS Increase
11.27%
38.44%
Table 3 shows the students’ mathematics performance test results in the Traditional Lecture Method (TLM) group
and the GeoGebra group for the first trial run. In the first trial run, the integration of the Traditional Lecture
Method (TLM) generated an MPS of 28.18% (SD=2.122) in the pretest, whose descriptive equivalent is low
mastery. The level of students’ achievement increased by an MPS of 11.27% in the posttest, with a resulting MPS
of 39.45% (SD=2.314), which is descriptively interpreted as average mastery. On the other hand, during the same
trial run in the GeoGebra group, the pretest yielded an MPS of 30.27% (SD=1.701), also equivalent to low
mastery. The level of students’ performance increased substantially by 38.44% in the posttest, with a resulting
MPS of 68.71% (SD=2.318), which is descriptively interpreted as moving towards mastery.
The results indicate that while both groups demonstrated improvement from pretest to posttest, the GeoGebra
group showed a much greater increase in mastery compared to the TLM group. This suggests that the integration
of GeoGebra provided students with more effective tools for understanding and applying concepts on functions
and graphs during the first trial run.
This finding supports the study of Abdullah et al. (2021) who reported that students exposed to GeoGebra
achieved higher performance and motivation levels compared to those taught with traditional lecture methods.
Likewise, Kumah and Wonu (2020) emphasized that GeoGebra fosters discovery learning by linking algebraic
and graphical representations, thereby deepening conceptual understanding. Furthermore, Johar (2020) found that
the dynamic features of GeoGebra significantly enhanced students’ ability to comprehend and apply
mathematical concepts, consistent with the improvements observed in this trial run.
Table 4. Pretest and Posttest MPS during the second trial run
Test
TLM
(Control Group)
GeoGebra
(Second Experimental Group)
MPS
Descriptive Equivalent
SD
MPS
Descriptive Equivalent
SD
2
nd
Trial
Run
Pretest
33.45%
Low Mastery
1.434
35.76%
Average Mastery
1.316
Posttest
66.13%
Moving Towards Mastery
1.907
80.21%
Moving Towards Mastery
1.337
MPS Increase
32.68%
44.45%
Table 4 shows the students’ mathematics performance test results in the Traditional Lecture Method (TLM) group
and the GeoGebra group for the second trial run. In the second trial run, the Traditional Lecture Method (TLM)
group obtained an MPS of 33.45% (SD=1.434) in the pretest, which is descriptively equivalent to low mastery.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
Page 8599
www.rsisinternational.org
After the intervention, the students’ performance increased by 32.68% in the posttest, resulting in an MPS of
66.13% (SD=1.907), which is interpreted as moving towards mastery. On the other hand, the GeoGebra group
recorded an MPS of 35.76% (SD=1.316) in the pretest, whose descriptive equivalent is average mastery. The
level of students’ achievement increased by 44.45% in the posttest, with a resulting MPS of 80.21% (SD=1.337),
also interpreted as moving towards mastery.
The results reveal that both groups improved significantly from pretest to posttest during the second trial run.
However, the GeoGebra group exhibited a larger gain in performance compared to the TLM group, indicating
that the use of dynamic visualization tools further strengthened students’ conceptual understanding and graphing
skills in functions. This finding is consistent with Uwurukundu et al. (2020) who reported that GeoGebra
significantly enhances both conceptual and procedural knowledge in mathematics. Similarly, Baye et al. (2021)
emphasized that GeoGebra’s integration of algebraic and graphical representations allows learners to engage in
mathematical discovery, leading to deeper understanding.
Table 5. Perceived ease of use of GeoGebra of the experimental group
Ease of Use
Mean
SD
Verbal
Interpretation
Qualitative Description
1. I found GeoGebra easy to navigate.
3.35
.763
Strongly Agree
Highly Perceived
2. I was able to learn the basic functions of GeoGebra
quickly.
3.06
.224
Agree
Moderately Perceived
3. I felt comfortable using GeoGebra without constant
assistance.
2.96
.975
Agree
Moderately Perceived
4. The layout and interface of GeoGebra were user-
friendly.
3.48
.652
Strongly Agree
Highly Perceived
5. I could visualize mathematical functions and graphs
more clearly using GeoGebra.
3.17
.453
Agree
Moderately Perceived
6. I was motivated to learn mathematics through the use
of GeoGebra.
3.28
.213
Strongly Agree
Highly Perceived
7. I could complete mathematical tasks and activities
more efficiently with GeoGebra compared to
traditional methods.
2.78
.456
Agree
Moderately Perceived
8. GeoGebra helped me better understand the
relationship between functions and their
corresponding graphs.
3.03
.513
Agree
Moderately Perceived
9. The use of GeoGebra made learning functions and
graphs more interesting and engaging.
3.33
.331
Strongly Agree
Highly Perceived
10. I would recommend the use of GeoGebra for learning
other mathematical concepts
3.27
.676
Strongly Agree
Highly Perceived
Grand Total
3.17
.526
Agree
Moderately Perceived
Table 5 presents the perceived ease of use of GeoGebra among the experimental group based on ten indicators.
Overall, the results showed a grand mean of 3.17 (SD = .526), verbally interpreted as Agree and qualitatively
described as Moderately Perceived. This suggests that students generally viewed GeoGebra as a useful and
moderately easy-to-use tool for learning functions and graphs.
Specifically, students strongly agreed that GeoGebra was easy to navigate (M = 3.35, SD = .763), that its layout
and interface were user-friendly (M = 3.48, SD = .652), that it motivated them to learn mathematics (M = 3.28,
SD = .213), that it made learning functions and graphs more interesting (M = 3.33, SD = .331), and that they
would recommend its use for other mathematical concepts (M = 3.27, SD = .676). These findings align with
Badu-Domfeh (2020) who emphasized that GeoGebra’s dynamic interface supports mathematical discovery and
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
Page 8600
www.rsisinternational.org
promotes student engagement. Similarly, Makandidze (2020) found that students exposed to GeoGebra reported
higher levels of motivation and interest in learning compared to those taught through traditional approaches.
Meanwhile, students agreed that they were able to learn the basic functions of GeoGebra quickly (M = 3.06, SD
= .224), that they felt comfortable using the software without constant assistance (M = 2.96, SD = .975), that
they could visualize mathematical functions more clearly with GeoGebra (M = 3.17, SD = .453), that GeoGebra
helped them understand the relationship between equations and graphs (M = 3.03, SD = .513), and that they could
complete tasks more efficiently with GeoGebra compared to traditional methods (M = 2.78, SD = .456). These
moderately perceived indicators suggest that although GeoGebra enhanced conceptual understanding, some
students required additional support in navigating the tool’s more advanced features. This is consistent with
Mosese and Ogbonnaya (2021) who noted that while GeoGebra improves comprehension of mathematical
concepts, its effective use often depends on sufficient scaffolding and teacher guidance.
Generally, the findings indicate that GeoGebra was perceived as an engaging and effective instructional tool,
particularly in enhancing visualization and student motivation. However, the moderately perceived indicators
point to the need for continuous scaffolding and teacher training to maximize the benefits of integrating GeoGebra
into mathematics classrooms, echoing the recommendations of Alcantara (2020) regarding ICT integration in
mathematics instruction.
Table 6. One-way ANCOVA tested the significant difference between the students' posttest performance in the
control group and experimental group during the first trial run.
Source
Df
Mean Square
F-ratio
p-value
Corrected Model
2
68.798
3.464
0.015
Intercept
1
1011.782
62.187
0.001
Covariate
1
113.451
6.432
0.013
Application Used
1
10.877
.532
0.048
Error
57
13.221
Total
60
Corrected Total
59
a. R squared=.143 (Adjusted R Squared=.112) *p-value=.05 (Significant Difference)
First Trial Run. Table 6 shows the results of the one-way ANCOVA that tested the significant difference between
the students’ posttest performance in the control group (TLM) and the experimental group (GeoGebra) during
the first trial run.
The analysis revealed that the application used (TLM vs. GeoGebra) had a p-value of 0.048, which is less than
the 0.05 level of significance. This indicates that there is a statistically significant difference between the posttest
performances of the two groups after controlling for pretest scores. In other words, the method of instruction had
a significant effect on the students’ achievement in functions and graphs during the first trial run.
The results suggest that students in the GeoGebra group performed significantly better than those in the TLM
group, consistent with the descriptive findings in Table 3. This finding aligns with Abdullah et al. (2021) who
found that dynamic software like GeoGebra improves student performance compared to traditional lecture
methods. Similarly, Bullock et al. (2021) emphasized that GeoGebra fosters conceptual and procedural
understanding, leading to higher achievement. The outcome also echoes Minarni (2019), who noted that dynamic
visualization allows students to explore and connect mathematical representations more effectively than static
board work.
In summary, the ANCOVA results confirm that the integration of GeoGebra into classroom instruction produced
a significant positive impact on students’ learning outcomes in functions and graphs compared to the Traditional
Lecture Method during the first trial run.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
Page 8601
www.rsisinternational.org
Table 7. One-way ANCOVA tested the significant difference between the students' posttest performance in the
control group and the experimental group during second trial run.
Source
Type III Sum of Squares
Df
Mean Square
F-ratio
p-value
Corrected Model
42.143
a
2
13.056
3.207
0.017
Intercept
1173.122
1
117.123
198.011
0.003
Covariate
32.816
1
33.838
5.364
0.015
Application Used
4.789
1
4.689
.736
0.019
Error
218.186
57
4.237
Total
30280.016
60
Corrected Total
312.520
59
a. R squared=.103 (Adjusted R Squared=.071) *p-value=.05 (Significant Difference)
Second Trial Run. Table 7 shows the results of the one-way ANCOVA that tested the significant difference
between the students’ posttest performance in the control group (TLM) and the experimental group (GeoGebra)
during the second trial run. The analysis revealed that the application used (TLM vs. GeoGebra) had a p-value of
0.019, which is less than the 0.05 level of significance. This result indicates that there was a statistically significant
difference between the posttest performances of the two groups after controlling for pretest scores. Thus, the
instructional method again had a significant effect on students’ achievement in functions and graphs during the
second trial run.
Consistent with the findings in Table 4, the GeoGebra group demonstrated stronger posttest performance
compared to the TLM group. This reinforces the conclusion that the integration of GeoGebra in teaching functions
and graphs was more effective in enhancing student learning outcomes. The finding supports Joshi and Singh
(2020) who highlighted that GeoGebra’s dynamic features promote deeper comprehension of mathematical
concepts. It also aligns with Kumah and Wonu (2020), who emphasized that linking algebraic and graphical
representations through dynamic visualization enhances conceptual understanding.
Generally, the ANCOVA results confirm that during the second trial run, as in the first, the use of GeoGebra had
a statistically significant positive effect on students’ posttest performance compared to the Traditional Lecture
Method.
SUMMARY
The study found that students in the TLM group improved from a low mastery level with a pretest mean
percentage score (MPS) of 28.18% to a posttest MPS of 39.45%, indicating average mastery. Meanwhile, the
GeoGebra group improved from a pretest MPS of 30.27% (low mastery) to a posttest MPS of 68.71%, equivalent
to moving towards mastery. In the second trial run, the TLM group progressed from a pretest MPS of 33.45%
(low mastery) to a posttest MPS of 66.13% (moving towards mastery), reflecting an increase of 32.68%. In
comparison, the GeoGebra group advanced from a pretest MPS of 35.76% (average mastery) to a posttest MPS
of 80.21% (moving towards mastery), reflecting a higher gain of 44.45%. Both groups demonstrated
improvement after instruction, but the GeoGebra group consistently achieved greater learning gains.
In terms of perceptions, students in the GeoGebra group reported a grand mean score of 3.17, interpreted as Agree
and qualitatively described as Moderately Perceived. They strongly agreed that GeoGebra was easy to navigate,
user-friendly, motivating, engaging, and recommended for other mathematical concepts, but only moderately
perceived their ability to work independently and efficiently with the tool. These results suggest that while
GeoGebra enhanced visualization and interest in learning, some students required additional scaffolding and
teacher support in using the software effectively.
Statistical analysis through ANCOVA revealed that in both the first trial run (F = 3.464, p = 0.048) and the
second trial run (F = 3.207, p = 0.019), there was a statistically significant difference in posttest performance
between the two groups after controlling for pretest scores. This confirmed that the use of GeoGebra had a
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
Page 8602
www.rsisinternational.org
significant positive effect on students’ achievement in functions and graphs compared to the Traditional Lecture
Method.
CONCLUSIONS
The findings of this study demonstrate that the integration of GeoGebra as a dynamic mathematics software can
significantly enhance students’ performance in learning functions and graphs. The results showed a statistically
significant difference in posttest performance between the GeoGebra group and the Traditional Lecture Method
(TLM) group across both trial runs, indicating that GeoGebra provided more effective support in developing
conceptual understanding and graphing skills. By allowing students to manipulate parameters, visualize
transformations in real time, and explore mathematical representations interactively, GeoGebra enriched the
learning experience and helped bridge gaps in students’ comprehension.
These results underscore the potential of GeoGebra as an effective instructional tool for Senior High School
mathematics. While both TLM and GeoGebra-based instruction improved student performance, GeoGebra’s
dynamic visualization features and higher perception ratings in terms of usability, motivation, and engagement
suggest that it offers distinct advantages in promoting deeper understanding and sustained interest in mathematics.
The study affirms that integrating GeoGebra into classroom practice not only supports mastery of functions and
graphs but also cultivates 21st-century learning skills such as problem-solving, critical thinking, and digital
literacy.
RECOMMENDATIONS
In view of the findings and conclusions of the study, the following recommendations are proposed:
1. Teachers should be encouraged to integrate GeoGebra in teaching functions and graphs. Careful planning
of lessons and scaffolding strategies are needed to maximize the software’s dynamic features and provide
students with meaningful opportunities for conceptual understanding and performance improvement.
2. School administrators should provide continuous professional development programs, such as training
workshops and seminars, to equip teachers with the necessary skills to effectively utilize GeoGebra in
classroom instruction. Strengthening ICT integration will not only improve students’ mathematics
achievement but also prepare them for the demands of 21st-century learning.
3. Future researchers are encouraged to conduct qualitative studies on the integration of GeoGebra in
mathematics instruction, focusing on students’ and teachers’ experiences, challenges, and strategies.
Additionally, similar studies may be replicated across other strands, grade levels, or mathematical topics
to further validate the effectiveness of GeoGebra in diverse contexts
REFERENCES
1. Abdullah, A. H., Misrom, N. S., Kohar, U. H. A., Hamzah, M. H., Ashari, Z. M., Ali, D. F., ... & Abd
Rahman, S. N. S. (2020). The effects of an inductive reasoning learning strategy assisted by the GeoGebra
software on students’ motivation for the functional graph II topic. IEEE access, 8, 143848-143861.
2. Alcantara, C., Veriña, U., & Niem, M. (2020). Teaching and learning with technology: ramification of
ICT integration in mathematics education. Teaching and Learning, 10(1).
3. Badu-Domfeh, A. K. (2020). Incorporating GeoGebra software in the teaching of circle theorem and its
effect on the performance of students (Doctoral dissertation, University of Cape Coast).
4. Baye, M. G., Ayele, M. A., & Wondimuneh, T. E. (2021). Implementing GeoGebra integrated with multi-
teaching approaches guided by the APOS theory to enhance students’ conceptual understanding of limit
in Ethiopian Universities. Heliyon, 7(5).
5. Bullock, E. P., Webster, J. S., & Jones, D. L. (2021). Helpful and hindering features of GeoGebra:
Understanding what affords conceptual understandings of definite integrals among Pre-Service Middle
Grades Mathematics Teachers. International Journal for Technology in Mathematics Education, 28(2),
81-92.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
Page 8603
www.rsisinternational.org
6. Johar, R. (2020, February). Students’ mathematical communication in discovering the concept of graphs
of trigonometric functions through instructional videos. In Journal of Physics: Conference Series (Vol.
1460, No. 1, p. 012020). IOP Publishing.
7. Joshi, D. R., & Singh, K. B. (2020). Effect of Using GeoGebra on Eight Grade Students' Understanding
in Learning Linear Equations. Mathematics Teaching Research Journal, 12(3), 76-83.
8. Kumah, M. S., & Wonu, N. (2020). The effectiveness of geogebra in the teaching of elementary algebra
at St Theresa‟ s College Ghana. International Journal of Progressive Sciences and Technologies, 23(2),
470-479.
9. Makandidze, L. S. (2020). Exploring Learners' Understanding of Trigonometric Functions Using
Geogebra Software: A Case of Grade 11 Mathematics Learners at a School in Tshwane South District.
University of South Africa (South Africa).
10. Minarni, A. (2019). Developing learning devices based on geogebra assisted discovery learning with savi
approach to improve motivation and mathematical communication of senior high school students MTs
Aisyiyah. American Journal of Educational Research, 7(12), 893-900.
11. Mosese, N., & Ogbonnaya, U. I. (2021). GeoGebra and Students' Learning Achievement in Trigonometric
Functions Graphs Representations and Interpretations. Cypriot Journal of Educational Sciences, 16(2),
827-846.
12. Tay, M. K., & Wonkyi, T. M. (2018). Effect of using Geogebra on senior high school students’
performance in circle theorems. African Journal of Educational Studies in Mathematics and Sciences, 14,
1-18.
13. Uwurukundo, M. S., Maniraho, J. F., & Tusiime, M. (2020). GeoGebra integration and effectiveness in
the teaching and learning of mathematics in secondary schools: A review of literature. African Journal of
Educational Studies in Mathematics and Sciences, 16(1), 1-13.
14. Zulnaidi, H., Oktavika, E., & Hidayat, R. (2020). Effect of use of GeoGebra on achievement of high
school mathematics students. Education and Information Technologies, 25(1), 51-72.