Effect of using Geogebra on Van Hieles geometric thinking levels of senior high technical school students attainment of geometry

Abstract

The study explored the effect of using GeoGebra on students‘ performance of geometry, the effectiveness of the use of GeoGebra on students‘ van Hiele level of geometric thinking, effect of using GeoGebra on students‘ motivation to learn geometry and students‘ perceptions of using Geogebra in the learning of geometry. The study utilized mixed method approach involving one group pretest-posttest pre experimental design. A total of eighty (80) participants were used in the study. Simple random sampling procedure was used to select a sample size of eighty (80) SHS 2 students. Geometry Achievement Test (GAT) was used to explore the effect of GeoGebra on students learning performance of geometry. Van Hiele Geometry Test (VHGT) was used to explore the effectiveness of using GeoGebra on students Van Hieles‘ geometric think levels. Semi structured interview guide was used to collect data on how GeoGebra motivates students to learn geometry. Questionnaires were used to collect numeric data on students‘ perception of using GeoGebra in learning geometry. Inferential statistics of one-way ANOVA and paired sample T-test were used to test the hypotheses. Findings reveal that the use of GeoGebra had positive effects on students learning performance in geometry and students are motivated. The findings also reveal that most students did not perform well in the pre-VHGT item test as compared to the post-VHGT item test. The study concluded that, using GeoGebra to teach geometry improved students performance in geometry. Moreover, the use of GeoGebra on students van Hiele level of geometric thinking was effective because majority of the students 95.0% (F = 76) obtained more than half of the marks allotted to the test while 5.0% (F = 4) had the total marks allotted to the test after the use of GeoGebra. It also motivated students because it took away dullness thus, making learning easier and fascinating. Again students had positive perception of using GeoGebra to learn geometry. The hypotheses concluded that there was a statistically significant difference at the p < .005 level in the level means of students van Hiele geometric thinking levels after GeoGebra instruction and p < .005 level in the mean pre-VHGT and post-VHGT scores of senior high technical school students‘. The study recommends that: The government should endeavour to equip senior high technical schools with functional computer laboratories. Mathematics teachers should incorporate GeoGebra and other Mathematics software in the teaching of Mathematics concepts.