Academia.eduAcademia.edu

Outline

Title
Abstract
Significance of the Study
Objectives of the Study
Research Questions
Research Hypothesis
Statistical Hypotheses
Delimitation of the Study
Review of Related Literature
Literature Review
Empirical Review
Conclusion
Theoretical Framework of the Study
Conceptual Framework of the Study
Methods and Procedures
Design of the Study
Variables of the Study
The Instrument for the Data Collection
Item Analysis of the Test
Experimental Stages
Data Collection Procedure
Data Analysis and Interpretation Procedures
Chapter-IV Analysis and Interpretation of Data
Analysis of Students' Perception from Oppionnaire
Analysis of Students' Perception from Interview
Finding of the Study
Conclusions
Recommendation
Specific Objectives
Stage-I: Warm Up and Review
Stage-II: Approach to the Objective
References

EFFECTIVENESS OF GEOGEBRA IN

Profile image of Dipesh PrajapatiDipesh Prajapati

Abstract

This is to certify that Mr. Dipesh Prajapati has completed his thesis entitled Effectiveness of GeoGebra in Teaching and Learning Geometry under my supervision during the period prescribed by the rules and regulation of Tribhuvan University, Nepal. The study embodies the result of investigation conducting during the period under the

Related papers

Effectiveness of GeoGebra in Teaching Grade 10 Mathematics
Adriel Roman

Asian journal of multidisciplinary studies, 2020

This study investigated the effectiveness of using GeoGebra in teaching Grade 10 Mathematics. The study involved 66 Grade 10 students. A total of 34 students were in the control group and 32 students in the experimental group. The researcher utilized quasi-experimental design (for the control group and the experimental group). The research used pre-test and post-test approach. The control group was taught using the conventional way while the experimental group was taught using GeoGebra software. The results showed significant difference between the control and the experimental group (t=-4.05, p = 0.0001). The gain score of the respondents showed significant difference (t = -8.28, p<0.0001). The findings of this study would prove teachers the opportunity to use GeoGebra software in their teaching mathematics that will enhance student’s performance in mathematics.

View PDFchevron_right
Geogebra and its Importance in the Academic Education of the Mathematic Teachers–An Experience Report
Maria Lucivânia Souza dos Santos, José Helton de Vila

Journal of the Brazilian Conference of Geogebra (JBCG), 2013

In view of the relevance of technology on the basic school, as a way to reduce the difficulties that permeate the school environment regarding the math teaching and learning, we reported, the experience of the utilization of the GeoGebra software, as a didactic resource, in the formation of the math students from the Federal University of Pernambuco (CAA) in the elapse of the discipline Geometric Design. GeoGebra was as a facilitator and motivator element in the geometric constructions of the cited discipline, taking us to realize that is insertion in the initial formation has an important role, to be a tool that promotes the teaching, increases the learning, in the process of knowing to the construction of knowledge.

View PDFchevron_right
GeoGebra from Students' Perspectives
Bhesh Mainali

Traditional methods of teaching and learning are still dominant in Nepal. Normally, teachers distribute knowledge and skills to their students who in turn memorize facts, definitions, and algorithms. The paper-pencil method has a dominant role as a mathematical tool. Technology has a minimal to nonexistent role at schools in Nepal. Very few schools have access to technologies, and even fewer integrate them in teaching and learning mathematics. In an effort to provide an opportunity in the present situation, the Dynamic Geometry Software: GeoGebra was integrated to teach reflection and rotation of high school geometry for ninth grade students. The data indicated that students were enthusiastic and motivated to learn mathematics with the help of GeoGebra. The analysis of data also revealed that GeoGebra provided more practical and visual approaches of learning mathematics. It also helped to minimize memorizing the algorithms and formulas, and provided more conceptual understanding of ...

View PDFchevron_right
Use of GeoGebra to improve Performance in Geometry
Millicent Narh-Kert

African Journal of Educational Studies in Mathematics and Sciences, 2022

The main purpose of this study was to use GeoGebra in the teaching and learning of Geometry among mathematics education students as well as in-service teachers, using an action research approach. The purposive sampling technique was used to select two public tertiary institutions for the study. The sample size consisted of 150 students comprising 51 from the University of Ghana and 99 from the University of Education, Winneba. Pre-and post-test design, involving teacher-made tests, were used during the experiment to collect data on the samples used. The paired samples t-test and analysis of covariance were used to analyse the scores of tests. The finding showed that there is a statistically significant improvement in the students' scores and interest in the learning, as well as the teaching of Geometry. Also, the GeoGebra method made the lessons more practical and easier to understand. It is therefore recommended that mathematics teachers should incorporate GeoGebra in the teaching and learning of Geometry.

View PDFchevron_right
Effectiveness of GeoGebra in teaching school mathematics 1
veer chalaune

Contemporary Research: An Interdisciplinary Academic Journal, 2020

This article aims to explain the effectiveness of using Information and Communication Technology (ICT) in teaching and learning school mathematics. The paper is based on the results of one month experiment of GeoGebra software in teaching and learning the concepts and problems included in the chapter of mensuration of secondary level mathematics. The effectiveness of using ICT tools were explored by measuring achievement level with the help of achievement test and overall perceptions of using ICT tools through questionnaire. The data were analyzed and interpreted by using table, frequency, percentage, mean, SD and t-test. The findings revealed that there was high mean score in achievement in mathematics of experimental group (teaching with ICT) than that of control group (without using ICT), and the difference was significant at 0.05 level. Likewise, the students of experimental group had positive perception to support the use of ICT tools in teaching and learning mathematics. Thus, the use of ICT, particularly GeoGebra is an effective tool to increase achievement; to promote curiosity, creativity; to make clear sense of concepts; and to encourage overall learning of students in mathematics. Finally, the study suggests that school mathematics teachers need to use ICT for effective teaching and learning.

View PDFchevron_right
Effectiveness of GeoGebra in teaching school mathematics
Abatar Subedi

Contemporary Research: An Interdisciplinary Academic Journal

This article aims to explain the effectiveness of using Information and Communication Technology (ICT) in teaching and learning school mathematics. The paper is based on the results of one month experiment of Geo Gebra software in teaching and learning the concepts and problems included in the chapter commensuration of secondary level mathematics. The effectiveness of using ICT tools were explored by measuring achievement level with the help of achievement test and overall perceptions of using ICT tools through questionnaire. The data were analyzed and interpreted by using table, frequency, percentage, mean, SD and t-test. The findings revealed that there was high mean score in achievement in mathematics of experimental group (teaching with ICT) than that of control group (without using ICT), and the difference was significant at 0.05 level. Likewise, the students of experimental group had positive perception to support the use of ICT tools in teaching and learning mathematics. Thus...

View PDFchevron_right
Teaching with GeoGebra versus Traditional Method
Pellumb Kllogjeri

OALib, 2015

Our paper "Geogebra: A Global Platform for Teaching and Learning Math Together and using the Synergy of Mathematicians" [1] (published in the International Journal of Teaching and Case Studies (IJTCS), Vol. 2, 2010) presented the main advantages of using GeoGebra in the teaching and learning mathematics: easy teaching and easy learning, quick and correct grasping of the concept, and provision of an interactive learning environment. And above all, GeoGebra is an open source for teaching and learning for all. The purpose of this paper is to study and analyse of the effect of using GeoGebra software [2] in teaching and learning process of mathematics, and to support the advantage thesis related to it. We have investigated and got some conclusions whether the mathematical course taught by using GeoGebra software is as effective as more traditional methods of instruction. The results and the inferences are based on the experiment carried out in Albania, in a period of two years, in the second and the third year of several secondary schools of different cities. The scientific experimentation was the comparison of several groups, one of which served as a control group. The conclusions drawn at the end of the experiment are very optimistic. The test provides evidence that the new teaching and learning method in mathematics, based on GeoGebra software by using this software in teaching and learning process [3], causes much more increase in the level of knowledge and skills in mathematics than the traditional method used in this process.

View PDFchevron_right
Impact on Students’ Achievement in Teaching Mathematics using Geogebra
Rahul Kushwaha, Praveen Chaurasia, Achintya Singhal

The paper presents the effects of dynamic mathematics software GeoGebra on student achievement in teaching of geometry at secondary stage. The sample has been taken on 40 students of control group and 40 students of experimental groups. The control group was received teaching by traditional way, i.e. without using any software while experimental group was received teaching by dynamic learning software Geogebra. The data has been collected. On analysis, it found that there are some meaningful differences between the score of control and experimental groups. The study shows that experimental group has better achievement which had received instruction by geogebra in comparison to control group in which lesson was taken without software technology.

View PDFchevron_right
The Effects of GeoGebra on Students Achievement
Nazihatulhasanah Arbain

Procedia - Social and Behavioral Sciences, 2015

The rapid growth of technology for learning includes the introduction of educational software. However, rare reports were found that provides evidence on the effectiveness of these software. This study investigates the effectiveness of using GeoGebra software on Mathematics learning among 62 students in Malaysia. Results show that students have positive perception towards learning (m =4.26) and have better learning achievement using GeoGebra (p < 0.05). Available free online, GeoGebra can benefit students Mathematics learning and diversifying learning in classrooms. The overflown of resources triggered students' interest to learn Mathematics however, the selection of software has to be properly planned.

View PDFchevron_right
PRE-SERVICE TEACHERS' PERCEPTION OF THE USE OF GEOGEBRA IN TEACHING AND LEARNING GEOMETRY IN THE COLLEGES OF EDUCATION, GHANA: A SYSTEMATIC LITERATURE REVIEW
Puotier N M N Zutaah, Marguerite miheso-O'Connor

2023

The introduction of technology has given opportunities and made it easy for educators to utilize it in various ways, including in the field of education, as an instrument to support the teaching and learning of mathematics. GeoGebra is one of the mathematical software that can be effectively used in delivering mathematics lessons. GeoGebra is computer software that supports the teaching and learning of mathematics subjects, especially algebra, calculus, geometry, probability, and statistics. The objectives of this systematic analysis were to investigate preservice teachers' perceptions and benefits of using GeoGebra to teach geometry. This study used a quantitative research design to review published articles from 2011 to 2021 related to the research objectives. This investigation purposefully sampled 17 published articles out of the over 200 articles found. The study used Google scholar, Google, and Sci Direct as the search engines to gather data using the keywords. The selected articles were validated using content analysis. This investigation selected the 17 articles for data analysis based on the research design, location, area of research, research focus and the type of technology applied. The findings of this study disclosed that pre-service teachers had the following perceptions regarding learning geometry with GeoGebra: GeoGebra enhances the teaching and learning of geometry, it helps learners to have positive perceptions concerning GeoGebra integration, GeoGebra improves learners' interest, motivation, and willingness to learn geometry. Also, it motivates learners to interact among themselves. Nevertheless, some benefits were identified as follows: GeoGebra increases students' academic performance, develops learners' confidence in learning geometry, makes the learning of mathematics enjoyable, and helps learners to conceptualize abstract concepts in mathematics. Based on the findings of this study, it is concluded that GeoGebra is effective for teaching and learning geometry. This study recommends that mathematics educators should embrace GeoGebra software in the teaching and learning of geometry at the college level of education. Additionally, the Ministry of Education should enforce the integration of GeoGebra in the delivery of mathematics lessons.

View PDFchevron_right

References (22)

  1. Acharya, S. (2020). Effectiveness of GeoGebra in teaching geometry: An Unpublished Master"s Thesis, Department of Mathematics Education, T.U., Kirtipur, Kathmandu.
  2. Best & Kahn (2006). Research in education, Tenth Edition, New Delhi, Prentice Hall of India Pvt Ltd.
  3. Bist, P.R. (2017). Use of GeoGebra in geometric construction: An Unpublished Master"s Thesis, Department of Mathematics Education, T.U., Kirtipur, Kathmandu.
  4. Bohora, C. (2019). Effectiveness of GeoGebra in teaching geometry: An Unpublished Master"s Thesis, Department of Mathematics Education, T.U., Kirtipur, Kathmandu.
  5. Burner, J. (1973). Going beyond information. New York: Norton Press.
  6. Cohen et al. (2010). Teachers' perceptions about constructivism learning in Afghan Schools. London: Routledge.
  7. Creswell, W.J. (2012). Educational research: Planning, conducting and evaluating quantitative research (4 th ed.). Boston, MA: Pearson Education.
  8. Dogan, M. & Icel, R. (2011). The role of dynamic geometry software in the process of learning: GeoGebra example about triangles. International Journal of Human Sciences. 8(1), 1441-1458. Fatih Project. (2012, December 15). Retrieved from Fatih Project Web site: http://fatihprojesi.meb.gov.tr/tr/index.php
  9. In the adjoining figure, O is the centre of a circle with radius 5 cm and AB = 8 cm. If OP⊥AB, find the length of BC.
  10. In the given figure, O is the centre of circle ABCD. IF OY ⊥ PB, OX ⊥ PC, OX = OY, AB = 6 cm and AP = 2 cm, find the length of PC.
  11. In the given figure, ABCD is a parallelogram. ∠ABC = 120° and DA = DE. Find the size of ∠AED.
  12. In the given parallelogram ABCD, if ∠B = (2x+25) º and ∠D = (4x-15) º. What is the angle of ∠BAD?
  13. In the adjoining figure, calculate the size of unknown angles. Long Question [4 × 4 = 16 marks]
  14. P and Q are the mid-points of the diagonals BD and AC respectively of a quadrilateral ABCD. If M and N are the mid-points of the sides DC and AB respectively, prove that PMQN is a parallelogram.
  15. In the given parallelogram WXYZ, YZ = 10 cm. What is the length of WX+YZ? Short Question [4 × 2 = 8 marks]
  16. In the given circle, O is the centre and OC ⊥ AB. If AB = 16 cm and OD =10 cm then find the length of CD.
  17. In the given figure, O is the centre of a circle. If PX = QX, PQ = 24 cm and AB = 26 cm, find the length of OX.
  18. ABCD is a parallelogram, in which ∠BAD = 60° and ∠CBD = 70°. Find the measure of ∠BDC.
  19. In the given figure, ABCD is a parallelogram. ∠ABC = 120° and DA = DE. Find the size of ∠AED. Long Question [2 × 4 = 8 marks]
  20. Prove that the straight line segments that join the ends of two equal and parallel line segments towards the opposite sides bisect each other. Very Long Question [2 × 5 = 10 marks]
  21. In the adjoining figure AB and CD are two chords of a circle such that AB = 6 cm, CD = 12 cm and AB \\ CD. If the distance between AB and CD is 3 cm, find the radius of the circle.
  22. In the given figure, ABCD is a quadrilateral in which diagonals AC and BD bisect each other at O. Prove that ABCD is a parallelogram.

Related papers

Application of GeoGebra to Improve Academic Performance of Students in Geometry
richard amankwah

International Journal of Computer Applications, 2021

Students' performance in Geometry has been a source of worry to both teachers and students at the colleges of Education in Ghana. This is because the existing approach of teaching the afore-mentioned course has been chalk and talk (Traditional), which do not promote effective understanding. Thus, this study seeks to propose teaching according to Van Hiele theory of geometrical understanding using GeoGebra to address this gap. A sample of 390 level 100 students was selected purposively from a population of 490 level 100 students for the study. The main instrument for data collection was test. Data collected from the test were analyzed and presented by the independent sample t-test. Two tailed test was used in the descriptive statistics to test the null hypothesis. The reliability coefficient for the pre-test was 0.66 and that of the post-test was 0.65 indicating the instruments were accurate and reliable. The findings showed that there was significant difference between the mean score of students who were taught Geometry using GeoGebra and those taught without the use of Geo-Gebra in favor of the GeoGebra group. The study recommended among others that enough mathematics software especially GeoGebra should be provided in schools.

View PDFchevron_right
Incorporating GeoGebra into Geometry learning-A lesson from India
KAUSHAL KUMAR BHAGAT, Chun-Yen Chang

Students often find geometrical concepts abstract and difficult to understand. This results in poor performance, which contributes in the declining interest in geometry. The aim of this study was to examine the impact of using the free educational software program, ‗GeoGebra' on 9 th grade student's mathematics achievement in learning geometry. A total of 50 students were selected from a government school located in the eastern part of India. The experimental group (25) was taught theorem on circles using GeoGebra while the control group (25) was taught utilizing traditional teaching methods. At the end of the treatment, students' mathematics achievements were measured using a post -test. The result indicated that GeoGebra is an effective tool for teaching and learning geometry in middle school

View PDFchevron_right
Effects of GeoGebra application on the performance of college students in Geometry
Rholey Picaza

Davao Research Journal, 2024

In this quantitative research study, the impact of GeoGebra application as a pedagogical strategy on mathematics achievement in geometry was examined among 60 participants from two sections of students at Davao De Oro State College, Maragusan Branch. The experimental group, which received traditional teaching integrated with GeoGebra, demonstrated a significant improvement in trigonometry performance, with a mean gain score of 5.71, categorized as "Low." In contrast, the control group, following a traditional approach, exhibited a more modest gain score of 1.56, categorized as "Very Low." A test of significant difference revealed no statistically significant disparities in pre-test scores between the two groups, emphasizing group equivalency before the GeoGebra intervention. The findings underscore the potential of GeoGebra application as an effective tool for enhancing trigonometry education and have implications for students, instructors, administrators, and future researchers in the field.

View PDFchevron_right
Impact of Using Geogebra Software on Students’ Achievement in Geometry: A Study at Secondary Level
LAL K U M A R SINGH

Research Paper, 2018

The rapid growth of technology for teaching and learning includes the introduction of educational softwares. However, a few reports have found that provides evidence on the effectiveness of these softwares. The purpose of this study is to determine the effect of using dynamic mathematics software Geogebrain geometry teaching on geometry achievement of students. This study involved students from a CBSE affiliated English medium school of Bilaspur (C.G.).The quasi-experimental study with equivalent group post-test only design was conducted to examine the effect. A total of 23 students were employed in the experimental group and 22 students in control group. The experimental group was subjected to the group taught by using Geogebra software while control group taught by traditional teaching method. The data were collected after 3 weeks of application and analyzed by employing Mann-Whitney U test. The finding of the study showed significant difference between experimental and control group‟s achievement in geometry. The difference is in favor of experimental group which had taught by using Geogebra. The finding present implications in the field of education that promote the use of Geogebra as a means of improving geometry teaching at secondary level.

View PDFchevron_right
GeoGebra as a Technological Tool in the Process of Teaching and Learning Geometry
Abdón Pari Condori

2020

The objective of the study was to determine the level of understanding and characterize the type of ideal geometric thinking that teachers demonstrate in solving problems with the use of the GeoGebra software. The research was of mixed character, with sequential exploratory design. It was structured in two phases. The population was made up of 120 teachers who attended the course entitled: Innovate and transform the teaching of mathematics with GeoGebra. The virtual course was developed by the National University of Education during the period 2019–2020. In the first phase of the quantitative phase, a diagnostic questionnaire of descriptive analysis was applied. The second qualitative phase applied an analytical questionnaire on the polygons issued by the participants. The results show that the participants understood the activities in a dynamic way. To learn geometry, the level of understanding was very good when using the GeoGebra. It was possible to characterize that 15% of the p...

View PDFchevron_right
580 California St., Suite 400
San Francisco, CA, 94104
© 2025 Academia. All rights reserved