The effectiveness of the GeoGebra Programme in the development of academic achievement and survival of the learning impact of the mathematics among secondary stage students

Alabdulaziz, Mansour Saleh; Aldossary, Sarah Mubarak; Alyahya, Sahar Abdulaziz; Althubiti, Hind Muhareb

doi:10.1007/s10639-020-10371-5

Cited by 22 publications

(10 citation statements)

References 14 publications

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“…The developed cycle model was evaluated and brought positive changes to students' learning of differential calculus, in terms of both perception and scores. The study satisfied the principles of the fourth educational revolution which are that the teaching and learning process should be reshaped (Ally & Wark, 2020) and consistent with Common Core State Standards that do not recommend traditional teaching and learning approaches (Alabdulaziz et al, 2021). This study thus produced the cycle model for teaching and learning differential calculus using technology (Koehler & Mishra, 2009).…”

Section: Findings Of the Studymentioning

confidence: 68%

Investigation of student’s perception learning calculus with GeoGebra and cycle model

Bedada

Machaba

2022

EURASIA J Math Sci Tech Ed

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Learners in the 21st century need technological support in the learning process because of the advancements made in technology for teaching and learning. A GeoGebra-oriented classroom uses one of these technologies that can be implemented in the classroom. The new developed cycle model implemented in the study and explored the effect of using GeoGebra mathematical software on students' perceptions to using GeoGebra software to learn calculus. A mixed research methodology was employed. In the quantitative part of the study, a closed-ended questionnaires were used by clustering into themes and interview for the qualitative part of the study. The study was conducted at a university in Ethiopia that lasts for four weeks, and the university was selected purposively. The quantitative data were analyzed using SPSS version 27 while the qualitative data were coded into themes and analyzed using computer software ATLAS.ti 9. Students expressed positive perceptions towards the use of GeoGebra for learning differential calculus and 74% of students were satisfied with the preferences of the GeoGebra lesson-oriented course offered in the study while 70% were also interested in scaffolding activities and activities included in the developed model during interventions.

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Section: Findings Of the Studymentioning

confidence: 68%

Investigation of student’s perception learning calculus with GeoGebra and cycle model

Bedada

Machaba

2022

EURASIA J Math Sci Tech Ed

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“…Subsequently, a pilot study was conducted to assess normative values for the dimensions of the variable. The Interface dimension was categorized as inadequate (8)(9)(10)(11)(12)(13)(14)(15)(16)(17)(18), moderate (19)(20)(21)(22)(23)(24)(25)(26)(27)(28)(29), and appropriate (30-40), while Interactivity was classified as inadequate (6)(7)(8)(9)(10)(11)(12)(13), moderate (14)(15)(16)(17)(18)(19)(20)(21)(22), and appropriate (23)(24)(25)(26)(27)(28)(29)(30).…”

Section: Instrumentsmentioning

confidence: 99%

“…GeoGebra has reduced the gaps in the acquisition of mathematical competencies, providing positive outcomes for problem-solving and attitude change among students [2] . This event mobilized the academic community towards research in multiple scenarios: learning improvement and dispositional factors involved in the adoption of GeoGebra software [10,11,13,[16][17][18][19][20] . A few studies have been done on the optimal integration of GeoGebra and meaningful learning [21,22] .…”

Section: Introductionmentioning

confidence: 99%

Geogebra Software as A Guideline for Meaningful Learning of Mathematical Content for Ninth- Grade Students in Ecuador – A Secondary Publication

Chulde

2024

ssr

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The introduction of the GeoGebra software led to a considerable increase in the interactivity of the didactic sequence of learning mathematical contents, a scenario that highlighted the inclusion of the meaningful learning model as the basis of pedagogical proposals. In this sense, the objective of this article was to determine the relationship of the GeoGebra software in the learning of mathematics in ninth-grade students in the General Education (GE) of the Yaruquí Public Educational Unit. Relational research with a non-experimental and transversal design was carried out to measure the variables in 44 ninth-grade students through the collection of data using valid and reliable instruments. The results indicated that a large number of students deemed the interface and interactivity of the GeoGebra software as “appropriate” (> 60%) and showed high levels of information acquisition and incorporation of new knowledge (68.2%). The correlational analysis revealed positive directions and moderate levels between the dimensions of the two variables (0.430 < Rho < 0.515); overall, a direct and moderate correlation was observed between GeoGebra software and mathematical learning (Rho = 0.549, R2 = 0.301). Finally, it was concluded that higher scores in the dimensions of GeoGebra software would manifest in high scores for meaningful learning of mathematical content.

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“…ese findings align with a study that found that female students learning a given course with the help of GeoGebra achieved scores superior to those of a control group taught by traditional methods. ey also showed greater survival of learning impact, defined by learning output retained in memory as indicated in scores on a posttest [19,43].…”

Section: Analysis Of Group Differences In Posttest Of Differentialmentioning

confidence: 99%

The Effect of GeoGebra on Students’ Abilities to Study Calculus

Bedada¹,

Machaba

2022

Education Research International

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The study aimed to investigate the effect of GeoGebra on students’ ability to learn calculus. Calculus can be a challenging subject to teach. Moreover, students have problems, especially in connecting the concepts of calculus with the real world. Concerning gender, the study looked at the impact of utilizing GeoGebra Mathematical software on students’ calculus proficiency and ability to utilize GeoGebra software to learn calculus. The study developed a cycle model that posits nine steps to promote the teaching and learning process with the help of GeoGebra to improve the learning process. A quantitative research methodology was employed to achieve the goal of the study. A quasi-experiment with a pretest and posttest design was used in the quantitative part of the study. Students learning calculus were the subjects of the study, which took place at a university in Ethiopia. The quantitative data were analyzed using SPSS version 27. The results show that there is a significant difference between pretest and posttest in students’ performance (ability) when using GeoGebra mathematics software, indicating that students performed better after the intervention (F (1,64) = 10.495, p = 0.002 < 0.05). The treatment benefited both high- and low-ability pupils in their brain-based learning, although students in the experimental group, both female and male, outperformed those in the control group. While the GeoGebra-oriented learning approach to calculus has the potential to improve competency, it is still necessary that it be structured (cycle model) to address a specific deficiency.

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The effectiveness of the GeoGebra Programme in the development of academic achievement and survival of the learning impact of the mathematics among secondary stage students

Cited by 22 publications

References 14 publications

Investigation of student’s perception learning calculus with GeoGebra and cycle model

Investigation of student’s perception learning calculus with GeoGebra and cycle model

Geogebra Software as A Guideline for Meaningful Learning of Mathematical Content for Ninth- Grade Students in Ecuador – A Secondary Publication

The Effect of GeoGebra on Students’ Abilities to Study Calculus

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