This study was carried out with quasi-experimental design consisting of a pre-test and a post-test with the experimental group and the control group. After giving the pre-test to all students, we gave the go-ahead to all four teachers to start teaching geometry of 3-dimension. EURASIA Journal of Mathematics, Science and Technology Education, 16(11), 110. International Journal of Academic Research, 3(5), 6772. A typical example is on question-6, where about 69% of students are still scoring in the 025% range even after learning. 2 0 obj We employed 87 students from four schools in Rwanda. Without using any software while experimental group was received teaching by dynamic learning . . However, careful input of data is required. <> Therefore, we retain our Null hypothesis that there was statistically significant difference between students mean scores taught by computer-assisted learning (those taught with GeoGebra) and those taught by traditional teaching methods (those learned without GeoGebra). About | This ensured that our groups were at the same level before teaching intervention and had no covariates among their scores. Usability of Electronic Instructional Tools in the Physics Classroom. 444 0 obj To browse Academia.edu and the wider internet faster and more securely, please take a few seconds toupgrade your browser. The experimental group was subjected to the group taught by using Geogebra software while control group taught by traditional teaching method. More specifically, this research demonstrates the effects GeoGebra has on student achievement scores, students' critical thinking/problem-solving skills, and students' engagement/motivation. Forty students were participating in this quasiexperimental study in which one . https://doi.org/10.15700/saje.v33n1a458, Maniraho, J. F., & Mugabo, L. R. (2019). When different technologies are provided in teaching mathematics, students become motivated, can look for better strategies which helps them in the problem-solving, interpretation of answers and making graphical representations instead of spending their time in memorizing. Springer, Dordrecht. endobj Given two vectors \(\overrightarrow{u}=\left(3,3,3\right)\) and \(\overrightarrow{v}=\left(2,0,-3\right)\) and points A (4, 3, 1), a)Find the equation of the plane passing through, i.A point and \(\overrightarrow{v}=\left(2,0,-3\right)\), \(\overrightarrow{u}=\left(3,3,3\right)\), ii.B point and \(\overrightarrow{v}=\left(3,8,1\right),\overrightarrow{u}=\left(0,0,1\right)\), b)Find the angle between these two planes found on points i and ii, c)Are these two planes parallel or not? EDUCATION South African Journal of Education, 33(1), 119. 2. The results showed that there was a significant effect of geogebra-assisted direct instruction on the achiev. 388 0 obj The study examines existing studies on how and why GeoGebra enhanced students' performance; understanding, analytical thinking, generalization, abstract thinking, representation, and logical thinking. In their study on the use of ICT in mathematics teaching, Keong et al. <> 440 0 obj Thus, the next two columns of data were pre-and post-test scores for both groups. This is in agreement with Doan and el (2010), who confirmed the effectiveness of GeoGebra on students attitude and achievement as it is used to improve their motivation which brings them to the high performance of geometry. The study adopted a quasi-experimental research method in which there was no random assignment of subjects. How Pre-service Teachers Learn Microbiology using Lecture, Animations, and Laboratory Activities at one Private University in Rwanda. Results show that students have positive perception towards learning (m . 15 0 obj And GeoGebra was better at tackling such issues. Physics Students Conceptual Understanding of Geometric Optics: Revisited Analysis. Full article: The effect of GeoGebra on STEM students learning 418 0 obj This study was conducted with 40 students in two intact classes in Ankara. Explain. Find the distance between the plane 2x-3y-3z=12 and 6x-9y-9z=27, 7. endstream The effect of computer-supported collaborative learning using GeoGebra endobj 428 0 obj <>stream Since students have shown disinterest in learning mathematics due to the traditional methods used by teachers (Ukobizaba et al., 2021), our findings would help teachersespecially in developing world such as Rwandato motivate students to learn mathematics through GeoGebra. International Journal of Learning, Teaching and Educational Research, 20(7), 328345. Maharaj (2013) successfully used the APOS theoretical framework to assess students understanding and application of derivatives. 32 0 obj Impact of ICT Integration on Mathematics Performance in Kenya: A Case Study of Public Secondary Schools in West Pokot County. Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. PDF University of Cape Coast Incorporating Geogebra Software in The How to Design and Evaluate Research in Education (8th ed.). All authors contributed to this study. Rwanda Basic Education Board (REB, 2015) realized that some efforts are needed, including the revision of the Rwandan curriculum and confirm the integration of ICT tools in the teaching of mathematics and sciences at all levels of education to improve students knowledge, skills, and achievements or performances to make them competent. https://doi.org/10.1353/ajm.2013.0036, Article Accessibility Statement. Therefore, we hypothesized that GeoGebra improves students academic performance more than the traditional method does. Zulnaidi and Zamri (2017) used a quasi-experimental approach to investigate the effects of GeoGebra software on mathematical, conceptual understanding, and achievement. The validity result shows that the media can be used to measure ICT literacy. We implemented GeoGebra software in Rwandan secondary schools to check its effectiveness during teaching and learning geometry concepts. Students were learning Geometry, and we formulated a performance test to evaluate the teaching intervention. In 2017 the authors decided to improve the mathematics abstraction introducing GeoGebra application. The result indicated that students in the experimental group outperformed those in the control group, and a positive overall perception of using GeoGebra in learning about circles was indicated. The Effect of Geogebra on Students Conceptual and Procedural Knowledge: The Case of Applications of Derivative. The study participants are 33 of 10th-grade students at one of the public vocational schools in Jember, East Java. endobj Effect of instructional methods on pre-service science teachers learning outcomes: a meta-analysis. The Effects of GeoGebra on Students Achievement - Academia.edu x}xw/l_6ymB.\!$+p KEBCx (hVA7D^/ZzUj+d>y9393,I FDQ2uFAqR+bp[Vv:Ug.^&";X (hVYN.\c`MNgxK_;*/\~NlwB>[C+}+[WoOm'6ku @>Iw^W|MD_E\MD|%{v^t3IC_orMP %4J_J!jNdYXKka\#2Cpt Pythagoras, 35(2), 113. These results can help researchers to see the past trends in DGS and conduct new studies. When students learn by observing and manipulating, they can understand what they took as abstract when blackboard and chalk were only available as teaching aids. Uwamahoro, J., Ndihokubwayo, K., Ralph, M., & Ndayambaje, I. [250 0 0 0 0 0 778 0 0 0 0 0 250 0 250 0 500 500 500 500 500 500 500 500 500 500 333 0 0 0 0 0 0 611 0 667 722 611 611 722 0 333 444 667 0 833 667 0 611 722 611 500 556 0 0 0 0 0 0 0 0 0 0 0 0 500 500 444 500 444 278 500 500 278 0 0 278 722 500 500 500 0 389 389 278 500 444 667 444 444] MATH https://jriiejournal.com/wp-content/uploads/2019/02/JRIIE-3-1-003.pdf, Mathevula, M. D., & Uwizeyimana, D. E. (2014). Moreover, the practicality of media also shows that it can be easily applied. Prior to data collection, the research proposal was designed and submitted to the research and innovation unit at the University of Rwanda College of education (URCE) for ethical approval. https://rpsychologist.com/cohend/, Maharaj, A. Therefore, future studies need to be conducted to continue to assess the effectiveness of using iPads during instruction. This study aims to give a broad picture about researches related to DGS. ICT use in the teaching of mathematics: Implications for professional development of pre-service teachers in Ghana. (2013). The difficulty of question-12 related concepts would be depicted from the fact that GeoGebra needs careful manipulation. The expert validation is used to validate the media, while the students' response questionnaire determines the practicality. The first objective is to examine the impact of the use of Geogebra on the students' understanding of differential equations. %PDF-1.7 % ).The quasi-experimental study with equivalent group post-test only design was conducted to examine the effect. Thus, the researchers see benefits in introducing dynamic software to support the learning and teaching of mathematics topics, especially in the geometry of 3-dimension. The aim of this study is to determine the effect of computer-supported collaborative learning (CSCL) using GeoGebra software on 11th grade students' achievement in exponential and logarithmic functions. We found that students who learned with GeoGebra outperformed those who learned without GeoGebra (M=77.68% and SD=14.13 versus M=56.78% and SD=15.77, with p<.001 and d=.254). We got full financial support from the African Center of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS) based in the University of Rwanda College of Education. (2014). The study recommends the use of GeoGebra in all teaching and learning activities of mathematics. Find the angle between vectors \(\overrightarrow{u}=\left(3,8,1\right)\) and \(\overrightarrow{v}=\left(2,4,7\right)\), 11. The aim of this research was to study the effect of GeoGebra on mathematics achievement in Expand 3 Google Scholar, Bridson, M. R., Howie, J., Miller, C. F., III., & Short, H. (2013). https://doi.org/10.26803/ijlter.20.7.18. The study examines existing studies on how and why GeoGebra enhanced, Proceedings of the International Conference on, : Learning geometry has not paid attention to aspects of mathematical ability maximally so that learning outcomes are not optimal either. Effect of the GeoGebra software-supported collaborative learning The Efficacy of GeoGebra-Assisted Instruction on Students - IJLTER The purpose of this study is to determine the effect of using dynamic mathematics software Geogebrain geometry teaching on geometry achievement of students. The study was conducted in 4 selected schools. The study used a quasiexperimental, non-equivalent control group design to compare achievement, Van Hiele levels, and motivation of students receiving instruction using GeoGebra and those instructed with the traditional 'talk-and-chalk' method. 387 0 obj <> Effectiveness of PhET Simulations and YouTube Videos to Improve the Learning of Optics in Rwandan Secondary Schools. MSOR Connections, 1(2), 1015. 2020-01-10T11:15:28-08:00 This is understandable as these students were assigned to a control group where there was no support of GeoGebra software. PDF The Effects of Instruction Using the Arcs Model and Geogebra on Upper It was indicated in this study that CSCL using GeoGebra software significantly increased seventh grade students' geometry achievement and retention of learning in comparison to textbook-based direct instruction. Akgl, M. B. We analyzed data using SPSS and computed multivariate analysis of variance. endobj Likewise, all 90% of students in the experimental group scored between 0 and 25%. The authors confirm the capability of GeoGebra in enhancing students conceptual understanding of mathematics. Literature shows that embracing ICT tools like software, internet, video, and multimedia and other tools like GeoGebra supports the move from the traditional paradigm of teaching to the new teaching and learning (Mukagihana et al., 2021a; Safdar et al., 2011). The specific reason why this software was effective is that it allows students to visualize what they are learning. Table 1 presents descriptive statistics, while Table 2 presents inferential statistics. Ukobizaba, F., Ndihokubwayo, K., Mukuka, A., & Uwamahoro, J. India: Department of Education, University of Kashmir, 113. Estimated Marginal Means of control and experimental groups at pre-and post-test stages. <> 445 0 obj endobj WsFQT[Tz8\9py (P,{PYVHPK:nhASCAz?*q9LTCl#^:#>p2sj9x/h,v%U0. The effect of GeoGebra software on student academic achievement in algebra. Third International Conference on Innovations in Learning for the Future. Although hardware and software components are expensive to acquire and sustain in many Rwandan secondary schools, schools leaders should include ICT materials in their budgets and adopt ICT usage during the teachinglearning process, and capture data about the education context inputs and outputs. Zulnaidi, H., & Zamri, S. N. A. S. (2017). 448 0 obj Skewness is a measure of the symmetry of a distribution where for instance, a negative skew indicates the long tail on the left side than one on the right side. Sci. However, it seemed students were challenged during answering question-12. > endobj This paper presents new trends in technology and learning through GeoGebra, which could be especially important for the future development of e-learning for College mathematics. +Jn#.OocBIbx/lK& The quasi-experimental design was used, and four schools were. exploration. The effect of dynamic mathematics software geogebra on student PDF The Effects of GeoGebra on Students Achievement - ResearchGate (2020a). Malaysian Online Journal of Instructional Technology (MOJIT), 2(3), 4351. In the control group, the teacher introduced the content, and students were given tasks to perform in their notebooks or on the board (performing the questions and drawing charts). To date, there exist so many published researches about DGS, which leads to the need for meaningful organisation. (2021b) observed and found the effectiveness of animations during pre-service teachers academic biology performance, (Iyamuremye et al., 2021) found a good impact of web-based discussions in the teaching and learning of chemistry, and Uwamahoro et al. The effects of GeoGebra on students achievement. The Effects of GeoGebra on Student Achievements, Critical Thinking The aim of this research was to study the effect of GeoGebra on mathematics achievement in relation to the linear equations and explore the perception of students towards the use of GeoGebra in teaching mathematics. This is in agreement with Noor-Ul-Amin (2013), who stated that mathematics is the core subject for developing theories and experiments used in daily lives to solve societal and human challenges. The paper concludes by raising the implications of technological developments such as GeoGebra for the pre-service education and inservice professional development of teachers of mathematics. The Effects of GeoGebra on Student Achievements, Critical Thinking Thus, 025, 2650, 5175, and 76100 share 100%. On the finite presentation of subdirect products and the nature of residually free groups. The use of technology in learning is essential for developing students' ICT literacy. Independent and paired t-tests were conducted to determine if significant differences were found between the treatment and the control groups scores on the Module 5 math test. The Effectiveness of the GeoGebra Software: The Intermediary Role of Procedural Knowledge on Students Conceptual Knowledge and their Achievement in Mathematics. 386 0 obj https://doi.org/10.1080/18117295.2020.1818042, Ndihokubwayo, K., Uwamahoro, J., & Ndayambaje, I. According to the findings, for each section the most frequently used ones were as follows: 'the effect of DGS on something' as a purpose, qualitative method as a research design, high school students as a sample level, 101-300 intervals as a sample size, documents and achievement tests as instruments and descriptive analysis for quantitative and qualitative studies. Figure1 shows the outcome of the above example. The control group was given geometry problems to be solved without using GeoGebra. Information and Communication Technology Policy in Rwanda. After students taught during Geometry learning, namely by using the PACE model assisted by GeoGebra, at the end of the learning students are given a Likert model attitude scale questionnaire containing 21 statements with four choices. GeoGebra integration and effectiveness in the teaching and learning of Doan, M., & el, R. (2010). 1. Zachary Schaver Zengin Y 2017 The effects of GeoGebra software on pre-service mathematics teachers' attitudes and views toward proof . Case study method was used in qualitative research, International Journal of Learning, Teaching and, Using technology for learning geometry has been found to have a positive impact on students skills and attitudes. The Effect of Dynamic Mathematics Software Geogebra on Student The results showed that students' attitudes towards the five indicators measured all showed positive attitudes. You can download the paper by clicking the button above. We then computed the significance of the mean score of the pre-test among both the control and experimental group to ensure the equivalence of mean scores of both groups before intervention. 446 0 obj > endobj Case study method was used in qualitative research patterns. MATH > With a sample of 7460 students from 15 studies conducted worldwide during 1985-2022, this study explores the relationship between research experiences and academic achievement of . Authors indicated that even if teachers do their best to deliver content to improve students achievement, there is still a problem of low performance due to the students negative attitude towards geometry and the lack of appropriate software to be used when teaching geometry to facilitate the content manipulation, visualization and understand geometrical content (Shadaan & Leong, 2013). The control group was received teaching by traditional way, i.e. Functions need to be taught effectively at the foundation level in order to ensure smooth content progression into the higher grades. Dubinsky, E., & McDonald, M. A. The data were collected after 3 weeks of application and analyzed by employing Mann-Whitney U test. <> In African Journal of Educational Studies in Mathematics and Sciences (Vol. The study also assessed the students' attitudes towards the use of . The findings show that, World Journal on Educational Technology: Current Issues. Introducing ICT into Schools in Rwanda: Educational Challenges and Opportunities. To collect data for this study, a test was designed. Find the intersection of two spheres x2+y2+z2+2x-6y+1=0 and 4x2+4y2+4 z2+10x-25y-2z=16, 14. African Journal of Research in Mathematics, Science and Technology Education, 24(2), 253265. Effect of The Use of Geogebra on Junior High School Students The study was conducted with 35 11th grade . Through analysis of successful student responses, it is shown how dynamic software tools can not only scaffold the solution process but also help students move from argumentation to logical deduction. A quasi-experimental post-test-only control group design was utilized in the study. We found that the groups were homogeneous (p>0.05). The Effects of GeoGebra on Students Achievement - ScienceDirect The objectives of the current study were to explore university students' nutritive habits, daily lifestyle, and mental status, and to scrutinize the associations between these factors and students . In our future investigation, we will investigate the relationship between students mathematical performance and the mastery of GeoGebra software. Multivariate data analysis (7th ed.). Therefore, GeoGebra plays a major role in the teaching and learning of high school mathematics. The pandemic has had devastating impacts on learning. What - Brookings The foundation of functions in the school mathematics curriculum is in the senior phase of schooling (Grades 7-9). 424 0 obj Dubinsky, Ed. 4v/{9:C[0 = :+y=Vdoe}l4PRF6mrOCjgXf=y K)RnH*M[/'%yQ\I Qh:Si2_h8 uhoc/e@v"y=(%~'# 23%9xb>@R5`awQM/hC1{h`@bWge9u=ROkt\>eC?&b The aim of this study is to look at students' attitudes towards Geometry learning through the PACE model assisted by GeoGebra in one of junior high school in Cimahi City. Dubinsky and McDonald (2001)suggested APOS theory, where students approach perceived mathematical problem situations by constructing actions, internalizing processes, acting on transformations of objects, and constructing schemas to assess situations and solve problems. Dimitrov, D. M., & Rumrill, P. D. (2003). 5 during the teaching of such concept). It was piloted with students from another school apart from those we used before administering it to the real participants in December 2020. Social Behavior and Personality: An International Journal, 42(1), 31S-42S. The material and virtual maneuvers may assist the university students in learning and understanding geometry easily. Serving as the subjects of this study were students of fifth grade in an elementary school in Malang, Indonesia. Fifteen out of 17 questions were found valid for final administration with a reliability analysis of Pearson r=0.60 along two weeks. However, the average percentage was computed during the analysis. Uwurukundo, M. S., Maniraho, J. F., & Tusiime, M. (2020). <> This study investigates the effectiveness of using GeoGebra software on Mathematics abstraction among 74 students in Indonesia. One of the classes was randomly selected as an experimental group and other for control group. (2020b). Background High academic achievement, an important determinant of future success, is known to be influenced by many factors including dietary behavior, lifestyle and mental health, among others. Bolema: Boletim de Educao Matemtica, 35(70), 12001216. Finally, four schools were selected from two districts, two schools in Musanze district, Northern Province, and two others in Kicukiro district, Kigali city in Rwanda. 2. PDF Effect of Geogebra on Senior Secondary School Students' Interest and endobj Learners underachievement in mathematics is one major challenge in South Africa. 3 0 obj > Martinez, Ashley Rose, "The Effects of Using GeoGebra on Student Achievement in Secondary Mathematics" (2017). Table 2 shows that from pre-test to post-test, students gained more irrespective of the teaching intervention provided (whether traditional or Geogebra). Google Scholar. Corresponding author received the support from the African Centre of Excellence for Innovative Teaching and Leaning Mathematics and Science (ACEITLMS), University of Rwanda College of education. Correspondence to Eyyam, R., & Yaratan, H. S. (2014). Accessibility Statement. Journal of Research Innovation and Implications in Education, 3(1), 1722.
