Effect of Geogebra Software On Students' Academic Performance in Mensuration at The Senior High School Level
Effect of Geogebra Software On Students' Academic Performance in Mensuration at The Senior High School Level
Effect of Geogebra Software On Students' Academic Performance in Mensuration at The Senior High School Level
ISSN No:-2456-2165
Table 1 Statistical Analysis of Pretest Posttest Mean and Standard Deviation Scores of Experimental and Control Group.
Pretest Posttest
Group N Mean Std. Deviation Mean Std. Deviation
Control 30 9.13 3.71 10.67 3.38
Experimental 30 9.10 3.74 14.87 4.69
Source: fieldwork 2022.
A cursory look at Table 1 indicates that the group table that, for each of the groups, the posttest means were
taught using traditional method teaching (Control group) has greater than the pretest means with the experimental group
a pretest mean of 9.13 with a standard deviation of 3.711 having the highest mean. This proves that incorporating
while the group taught using GeoGebra software GeoGebra into teaching mathematics has a more positive
(Experimental group) had a pretest mean score of 9.10 with effect on students’ performance than that of the traditional
a standard deviation of 3.736. The results in the table also method.
show the posttest mean scores and standard deviations for
the two groups. The control had a posttest mean of 10.67 Ho1 There is no statistically significant difference
with a standard deviation of 3.38 while the Experimental between the posttest mean scores of students taught using
group had a posttest mean score of 14.87 with a standard GeoGebra and students taught without GeoGebra.
deviation of 4.69. However, it can be observed from the
Table 2 Independent Samples T-Test for the Experimental and Control Groups' Posttest Results.
Groups N Mean Std. Dev. t-value Df Sig-value
Control 30 10.67 3.377 -3.259 58 .003
Experimental 30 14.87 4.696
Source: Field Survey, 2022.
The results in Table 2 indicate that there was a experimental group improved from GeoGebra by acquiring
statistically significant difference between the control and a solid conceptual knowledge of the diagrams in the post-
experimental groups, as indicated by the significance value test questions, which improved their approaches to offering
of 0.003 from the t-test performed on the means of the 0.05 solutions and the precision of their work. Correct geometric
significance level. We rule out the null hypothesis that there idea visualization will help pupils perform better on
is no statistical difference between the posttest mean scores accomplishment tests (Shadaan & Leong, 2013).
of the two groups due to the significant value of 0.003.
Since we reject the null hypothesis, we can conclude that Research Question Two
there is a significant difference between the control and What is students’ perception of GeoGebra as a
experimental group posttest mean scores in favour of the technological tool in the teaching and learning of
experimental. This result indicated that students in the Mensuration?
Table 3 shows the results of students’ perceptions. The and sig. value it can be inferred that the students who used
results above indicated that students gave positive feedback Geoebra software performed better than their counterparts
towards the incorporation of GeoGebra software in teaching taught using the traditional method. The findings confirm
and learning. The majority of the students strongly agreed Zengina, Furkan, and Kutlucaa's (2012) results. According
(70%) and agreed (30%) that they were excited about using to their findings, GeoGebra was able to raise students'
GeoGebra software, meanwhile, 63.3% strongly agreed and performance in trigonometry more effectively than the
36.7% agreed that the GeoGebra software helped them learn conventional method of teaching and learning. The findings
a lot. During the class activity, 30% and 63.3% strongly also supported the results of Guven (2012), whose findings
agreed and agreed respectively that they felt comfortable indicated that the experimental group outperformed the
using the GeoGebra program only 2 students disagree with control group in terms of academic accomplishment as well
the statement. Most of the students affirm that they gave as levels of learning of transformation geometry when
their entire attention to the learning process during the GeoGebra was used as a teaching tool. The results support
GeoGebra lesson (23% strongly agreed and 76.7% agreed Shadaan and Leong (2013) study. The study's results
with the statement) while 23.3% disagreed. For student- revealed that pupils who used GeoGebra to learn about
teacher relationships, 73.3% (strongly agreed) and 16.7% circles outperformed their colleagues who did not utilize the
agreed that there were good relationships between the program. Finally, from Table 3 it was found that students’
teacher and students concluding that the teacher-student responses to the questionnaire that the students have a
relationship was beneficial. Finally, 56.7% strongly agreed positive perception towards the use of GeoGebra learning,
and 33.3% agreed that GeoGebra software should be used this confirmed the assertion made by Shadaan & Leong
all the time in mathematics lessons. However, some students (2013) that students have a positive perception.
disagreed (10%) that the GeoGebra software should not be
used during mathematics. VII. CONCLUSION