The Nature of Gender Difference in The Effectiveness of GeoGebra

Abstract

GeoGebra is a type of Dynamic Geometric Software (DGS) that has been widely used to teach Mathematics. A substantial research study was done to investigate the effectiveness of GeoGebra to enhance students’ learning in mathematics from varied dimensions. In this research, a systematic review of the effectiveness of GeoGebra to enhance students’ learning in mathematics from varied dimensions was conducted using PRISMA’s procedure. The use of GeoGebra as one of STEM education instrument has yet to be discovered. Thus, the further study of its effectiveness is needed. 11 articles between 2011-2020 have been analysed. The distribution of the accessed articles over the years were up and down by heading to its declining trend from 2011 to 2020. The distribution of origin in the accessed articles by country of origin shows that Asia dominated this study with six articles (55%), while Africa with three articles (27%) and North America and Europe, respectively produced one paper (9%). All accessed articles conclusively stated that GeoGebra can improve students and pupils cognitive and affective dimensions. In terms of gender difference, the conclusive findings show no gender difference on the effectiveness of GeoGebra in the teaching and learning of mathematics.