Effects of Teaching Using GeoGebra Software on Learners’ Academic Achievement and Motivation in Geometrical Transformations in Chinsali District of Muchinga Province in Zambia
- December 7, 2021
- Posted by: RSIS
- Categories: Education, IJRSI
International Journal of Research and Scientific Innovation (IJRSI) | Volume VIII, Issue XI, November 2021 | ISSN 2321–2705
Joshua Chisenga Chisenga*, Zulu Alfred
Mathematics and Natural Sciences, The Copperbelt University, Zambia
Abstract: This study investigated the effects of teaching using GeoGebra version 6.0.574.0 on learners’ academic achievement and motivation in Geometrical Transformations. Quasi-experimental was used in the study, that is, pre-test post-test control group design. The research sample consisted of two intact Grade twelve classes. Experimental group (n = 38) and control group (n = 37) a total of 75 learners studying Mathematics 4024 at Kenneth Kaunda Provincial STEM Secondary School in Chinsali District of Muchinga Province in Zambia. Learners in the experimental group were taught using GeoGebra software and those in the control group were taught using traditional teaching methods (demonstration, discussion, question and answer and expository methods). A Geometrical Transformations achievement test was used to determine the effects of GeoGebra on achievement and a 5 point Likert scale motivation questionnaire was used to assess the effects of GeoGebra on learners’ motivation to learn Geometrical Transformations. An independent samples t-test was used to compare academic achievement of the two groups at 95% confidence level. Data on motivation was analysed using descriptive statistics (mean). The findings of the study indicated a significant difference in academic achievement between the experimental group and the control group [t(df = 73) = 2.576, p = 0.012 α=0.05 two tailed]. GeoGebra software had positive effects on learners’ academic achievement. The study also revealed that GeoGebra software allowed male and female learners to learn Geometrical Transformations at the same level and this led to a conclusion that GeoGebra software is not discriminatory and impacts positively on gender. The motivation results indicated that learners’ motivation to learn Geometrical Transformations was enhanced more in the experimental group compared to the control group with motivation mean of 4.33 (SD = 0.785) and 3.66 (SD = 1.147) respectively. The following recommendations were made: (1) teachers of mathematics should be encouraged to use GeoGebra in their teaching of Geometrical Transformations; (2) the use of GeoGebra should be emphasised and teachers of mathematics to be trained by those with knowledge on how to use the software during continuing professional development meetings in schools so that teachers can get the much needed knowledge on GeoGebra; (3) since the use of GeoGebra in Geometrical Transformations proved to be effective, the research should be conducted on a large scale and in other topics in mathematics to see if the same results can be obtained.
Keywords: GeoGebra, Learner, Achievement, Motivation, Geometrical Transformations
