Impact of using Geogebra software in teaching and learning rigid motion on senior high school students in Ghana

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.