Abstract:
GeoGebra is a free computer application software that provides an algebra view,
geometry view, spreadsheet view and an input bar. This study looked at if this
instructional tool can be used to enhance the teaching and learning of rigid motion
in senior high schools in Ghana. The objectives of this study were to assess the
applicability of GeoGebra in the teaching and learning of mathematics in secondary
schools in Ghana. The difference in performance of students when taught using the
traditional method and when taught with the help of this innovation was the main
objective of the study. However, the students’ problem in answering rigid motion
questions and their views about the use of the innovation was also assessed before and
after the intervention respectively. The design adopted for this study was a mixed
methods design of qualitative and quantitative approaches. The instruments for data
collection were test items and interview. The independent variable in this study was
the uptake of technology in this case GeoGebra in the teaching of mathematics,
while dependent variable is the achievement of students in rigid motion. The
population was the students in the New Juaben Senior High School. The data obtained
was analyzed with the help of descriptive and inferential statistics for the uptake of
technology. The study found out that uptake of technology was slow at the early
adopter’s stage of adoption among mathematics teachers. Further, there was a clear
indication that GeoGebra would help improve the students’ understanding of concepts
in mathematics and hence improve performance. The study concludes that GeoGebra
is useful in improving performance of secondary school students in rigid motion
if teachers are well trained using the guides indicated in this study. It also developed a
prototype GeoGebra manual for Ghanaian mathematics teachers using GeoGebra. The
study recommends that GeoGebra be used in teaching and learning of rigid motion
in Ghanaian secondary schools. The findings of this study will be useful to
scholars of Mathematics Education, Mathematics teachers, students and the schools
administration.
Description:
A thesis in the Department of Mathematics Education,
Faculty of Science, submitted to the School of
Graduate Studies in partial fulfillment
of the requirements for the award of the degree of
Master of Philosophy
(Mathematics Education)
in the University of Education, Winneba
DECEMBER, 2019