Effectiveness of PhET Simulations and YouTube Videos to Improve the Learning of Optics in Rwandan Secondary Schools. Also, GeoGebra enables creation of effective learning environment for examining functions and drawing their graphs. Results revealed that CSCL using GeoGebra software had significant effects on students' achievement in exponential and logarithmic functions. The material and virtual maneuvers may assist the university students in learning and understanding geometry easily. The reflection presented here is more than a personal one it is based on the collaboration and dialogues that I have been involved in during the nineties, and shows how the main theoretical frameworks used and developed in the French research have allowed us to approach important issues as regards the educational use of CAS technology. The sample has been taken on 40 students of control group and 40 students of experimental groups. MSOR Connections, 1(2), 1015. (2001). The method used in this study is descriptive qualitative with a one-shoot case study design. Journal of Science Education and Technology, 30(0123456789), 706718. Dynamic Geometry Software Improves Mathematical Achievement: Systematic This research adopted a quasi-experimental non-equivalent group design (Fraenkel et al., 2012) because students and teachers were not selected randomly; instead, intact classes were selected for not disturbing the academic programs. 18 0 obj For example, Given the following points of the vertices of the triangle ABC where A (1, 2, 3), B (4, 5, 5), and C (3, 2, 0). GeoGebra integration and effectiveness in the teaching and learning of We got an ethical clearance and used it to seek permission at the district level. Web-based discussions in teaching and learning: Secondary school teachers and students perception and potentiality to enhance students performance in organic chemistry. Correspondence to ,A1GDLNDtgMa _) e Students are also using technology to learn; therefore, they are motivated to manipulate a computer and grasp academic performance. In their study on the use of ICT in mathematics teaching, Keong et al. We employed 87 students from four schools in Rwanda. Pythagoras, 35(2), 113. On the finite presentation of subdirect products and the nature of residually free groups. The sample of the study consists of 51 students. Find the distance between the plane 2x-3y-3z=12 and 6x-9y-9z=27, 7. In mathematics classroom, Geogebra can help students and teachers to perform calculation, analyse data, explore mathematical concepts thus increasing the understanding in mathematics. <> Shadaan, P., & Leong, K. E. (2013). The effects of GeoGebra on students achievement. PDF The Effects of Instruction Using the Arcs Model and Geogebra on Upper We found that students who learned with GeoGebra outperformed those who learned without GeoGebra (M=77.68% and SD=14.13 versus M=56.78% and SD=15.77, with p<.001 and d=.254). Capstones & Theses The computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic and to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum. Geogebra is a dynamic mathematical software uniting geometry, algebra and. Enter the email address you signed up with and we'll email you a reset link. Prior to data collection, the research proposal was designed and submitted to the research and innovation unit at the University of Rwanda College of education (URCE) for ethical approval. These aspects of linear functions tend to pose a challenge to many students. 5 during the teaching of such concept). However, it seemed students were challenged during answering question-12. From the results above, it can be realized that GeoGebra shows an outstanding active and teaching technique that increases students performance. The effect of GeoGebra software on student academic achievement in algebra. (2021b) observed and found the effectiveness of animations during pre-service teachers academic biology performance, (Iyamuremye et al., 2021) found a good impact of web-based discussions in the teaching and learning of chemistry, and Uwamahoro et al. These results can help researchers to see the past trends in DGS and conduct new studies. https://doi.org/10.2224/sbp.2014.42.0.S31. The study sought to ascertain the effect of the use of GeoGebra on junior high school students' performance in reflection. A geometry-based test composed of 15 open questions was designed to assess the teaching effect before and after learning geometry.The study was conducted from December 2020 through June 2021 with 87 students. Data were collected with observations, models on the GeoGebra screen made by the students, dynamic worksheets and a semi-structured questionnaire consisting of open and closed ended questions developed by the researcher. Enhancing Student Achievement Using Geogebra in A Technology Rich Introducing ICT into Schools in Rwanda: Educational Challenges and Opportunities. The aim of this research was to study the effect of GeoGebra on mathematics achievement in relation to the linear equations and explore the perception of students towards the use of GeoGebra in teaching mathematics. Behav. According to Magnusson (2021), researchers often use general guidelines, such as small (0.2), medium (0.5), and large (0.8), when interpreting effect size. The authors further argued that no government could achieve advanced technology without the proper use of knowledge and skills in mathematics. <>14]/P 24 0 R/Pg 393 0 R/S/Link>> Comptence-Based Curriculum. We presented it to the selected districts to approve and provide letters to be presented to schools. Is there a significant difference in the students' achievement after the intervention? The finding present implications in the field of education that promote the use of Geogebra as a means of improving geometry teaching at secondary level. FAQ | This study was conducted with 40 students in two intact classes in Ankara. This ensured that our groups were at the same level before teaching intervention and had no covariates among their scores. https://doi.org/10.5901/mjss.2014.v5n20p1087, Ministry of Education. Literature reveals that students who were taught using GeoGebra software to learn geometrical concepts achieve more than those who were taught using traditional methods (Eyyam & Yaratan, 2014; Moses et al., 2012). endobj More specifically, this research demonstrates the effects GeoGebra has on student achievement scores, students' critical thinking/problem-solving skills, and students' engagement/motivation. https://doi.org/10.1016/j.sbspro.2015.01.356, Arnon, I., Cottrill, J., Dubinsky, E. D., Okta, A., Fuentes, S. R., Trigueros, M., & Weller, K. (2014). The data were collected after 3 weeks of application and analyzed by employing Mann-Whitney U test. endobj However, after learning Geometry, students in experimental groups (those learned with GeoGebra) easily performed or increased in number during performing each of the tests questions (see Fig. APOS theory: A framework for research and curriculum development in mathematics education. Information and Communication Technology Policy in Rwanda. <> > 388 0 obj The Effect of using dynamic geometry software on eight grade students achivement in transformation geometry, geometric thinking and attitudes toward mathematics and technology. Forty students were participating in this quasiexperimental study in which one . The pre-test was given to both groups, control and experimental groups, on paper-based. We plotted histograms for pre-test scores and post-test scores with normal curves (see Fig. (2015). The study examines existing studies on how and why GeoGebra enhanced students' performance; understanding, analytical thinking, generalization, abstract thinking, representation, and logical thinking. This study investigated the effect of in-tegrating GeoGebra with the teaching of linear functions on Grade 9 learners achievement. Question-13 was asking to find the intersection of two spheres x2+y2+z2+2x6y+1=0 and 4x2+4y2+4 z2+10x25y2z=16, and students (mostly, in experimental group) who were able to answer the question after learning increased. <> 2). Show that point A (1, 2, 3) belongs to the sphere x2+y2+z2-4x+2y-2z-8=0, 2. > endstream All authors contributed to this study. Before the Geometry learning, they were tested with a pre-test and their knowledge necessary for examining functions was verified. The purpose of this study was to determine if integrating GeoGebra, an iPad application, would have a positive effect on student understanding of High School Geometry. Also, contribution of. 2.2.3 ICT and students . The purpose of this study is to develop a learning media to enhance students' ICT literacy. The Effects of GeoGebra On Third Grade Primary Students' Academic However, a few reports have found that provides evidence on the effectiveness of these softwares. The Effects of GeoGebra on Students Achievement - Academia.edu Google Scholar. About | However, the introduction of ICT tools in the learning process in Rwanda has not been successfully evaluated due to various challenges such as internet accessibility, lack of trained teachers (Ndayambaje & Ngendahayo, 2014). The first objective is to examine the impact of the use of Geogebra on the students' understanding of differential equations. This research project included 112 high school students all taking geometry from the same teacher. We then administered the pre-test, trained two teachers for experimental groups, and then administered the post-test. The study adopted Dubinsky and McDonalds Action Process Object Schema (APOS) Theory (Dubinsky & McDonald, 2001). This study involved students from a CBSE affiliated English medium school of Bilaspur (C.G. <> <>stream The CCSS for mathematics advises teachers to integrate technology into the classroom as a manipulative to help students engage in high-level mathematical concepts. https://doi.org/10.1016/j.sbspro.2012.09.335, Mukagihana, J., Nsanganwimana, F., & Aurah, C. M. (2021a). 2020-01-10T11:15:28-08:00 Prince 12.5 (www.princexml.com) . (2015). Using a Theory of Learning in College Mathematics Courses. 387 0 obj Such hands-on effect was shown by Ndihokubwayo et al., (2020a, 2020b), where the authors alerted that when students are given the opportunity to hands-on computer and manipulate PhET simulations, they gain more in terms of attitude, performance, and conceptual understanding. Arbain, N., & Shukor, N. A. Capstone Projects and Master's Theses. The pre-test was used to assess the geometrical knowledge and skills before the intervention on geometry learning in both control and experimental groups. At the initial stage, students were found on the same level as the average score was 13.41% in the control group while 14.58% was in the experimental group. 390 0 obj uuid:abc9b6d8-ad66-11b2-0a00-505f2329fc7f MathSciNet <><>337 0 R]/P 406 0 R/Pg 401 0 R/S/Link>> https://doi.org/10.1007/978-1-4614-7966-6, Article Studies were also conducted on teaching and learning geometry, and findings confirmed that students still face challenges in conceptual understanding and achievement. This study investigates the effectiveness of using GeoGebra software on Mathematics abstraction among 74 students in Indonesia. However, a very high statistically significant difference existed after teaching students using different methods in favor of those taught using GeoGebra was found. Effect of instructional methods on pre-service science teachers learning outcomes: a meta-analysis. 445 0 obj Procedural learning involves only memorizing. The effect of GeoGebra software-supported mathematics instruction on 147, The Effects of GeoGebra on Student Achievements, Critical Thinking/Problem-Solving Skills, and Engagement/Motivation in High School Mathematics, Zachary Schaver, Northwestern College - Orange City. Scholarly Journal of Education, 2(4), 3854. Chisanda and Chesitit (2015) stated that mathematics is the pure numeric science that uses models that are important tools and instruments in problem-solving. More studies promoting ICT-related teaching approaches also showed statistical significance in students performance over traditional methods. Since we had two independent variables (control and experiment groups) and two dependent variables (pre-and post-test), t-test and analysis of variance (ANOVA) were not appropriate, and we were obliged to use repeated measures such as multivariate analysis of variance (MANOVA). Ocal, M. F. (2017). Eyyam, R., & Yaratan, H. S. (2014). Higher Education Studies, 7(2), 6778. Dubinsky, Ed. Background High academic achievement, an important determinant of future success, is known to be influenced by many factors including dietary behavior, lifestyle and mental health, among others. Google Scholar, Bridson, M. R., Howie, J., Miller, C. F., III., & Short, H. (2013). @WIjpzn_AP@Ylt[ It was also determined that the CSCL environment with GeoGebra software significantly increased students' attitudes toward geometry. endobj The result indicated that students in the experimental group better than in the control group. Thus, skewness measures the relative size of the two tails, while kurtosis measures the combined sizes of the two tails. Data was collected using test in the form of pre-test and post-test. Sorry, preview is currently unavailable. The teacher introduced the content in experimental groups, and students used GeoGebra to answer the questions and draw charts. For instance, more than the average population (50%) in the control group could not get a score above 25%. The second objective is to see how the students interact with a Geogebra environment according to their styles of mathematical thinking. Increasing student motivation and achievement in the classroom is a challenge teachers are faced with. Various researchers (Arbain & Shukor, 2015; Mathevula & Uwizeyimana, 2014; Niyukuri et al., 2020; Ocal, 2017) stated using GeoGebra in the learning of geometry helps students for the content visualization and understanding through exploration, which improve students attitude towards geometry and achievement. Impact on Students' Achievement in Teaching Mathematics Using Geogebra We got full financial support from the African Center of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS) based in the University of Rwanda College of Education. Authors indicated that even if teachers do their best to deliver content to improve students achievement, there is still a problem of low performance due to the students negative attitude towards geometry and the lack of appropriate software to be used when teaching geometry to facilitate the content manipulation, visualization and understand geometrical content (Shadaan & Leong, 2013). > 275282). Moreover, students have problems, especially in, International Journal of Mathematical Education, This study is based on an exploratory teaching experiment, integrating the use of GeoGebra, carried out with Brazilian pre-service mathematics teachers that were attending a Pre-Calculus course. 1 A meta-analysis was conducted based on the random-effects model to evaluate the effectiveness of DGS-based instruction in terms of standardized mean differences (SMD) of achievement test scores as outcome measures. The study accommodated a total of 87 students of Senior Five of upper secondary school, aged between 1619. endobj The Effect of Using Mobile Applications (GeoGebra and Sketchpad) on the Students' Achievement Mohammad Ahmad Alkhateeb 1*, Ahmed Mohammad Al-Duwairi 2 Hashemite University, Zarqa, JORDAN AL- Albayt University, Mafraq, JORDAN CORRESPONDENCE: MKM7879@yahoo.com ABSTRACT Sci. "The Effects of Using GeoGebra on Student Achievement in - CSUMB application/pdf <>/Metadata 2 0 R/Outlines 5 0 R/Pages 3 0 R/StructTreeRoot 6 0 R/Type/Catalog/ViewerPreferences<>>> endobj In this research, we investigated the effects of Mobile Applications (GeoGebra and Sketchpad) on the Students' Achievement. Mediterranean Journal of Social Sciences, 20(5), 10871097. The sample of the study consists of 51 students. Teaching Mathematics and Computer Science. The control group was received teaching by traditional way, i.e. View PDF View EPUB Abstract Formulae display:? 3. We found that the groups were homogeneous (p>0.05). The same results in Table 2 can be well visualized in Fig. (2021). The results showed that students' attitudes towards the five indicators measured all showed positive attitudes. Finally, four schools were selected from two districts, two schools in Musanze district, Northern Province, and two others in Kicukiro district, Kigali city in Rwanda. Nine quasi-experimental DGS studies with 587 participants were eligible. This will improve students performance and teachers ability to track their levels of conceptual understanding. Some variables such as score ranges, skewness, and kurtosis were also computed. Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. ,XcVYgu,L#['D!>wiNBMv>-y*&A9G#;$Jr\Jbs'%9Q-F_,#JkV$%KtQ> The study recommends the use of GeoGebra in all teaching and learning activities of mathematics. <>3]/P 6 0 R/Pg 393 0 R/S/Link>> Harrison, B. The pre-test showed that there was no significant statistical difference between the experimental and the control group. 137. According to the findings, for each section the most frequently used ones were as follows: 'the effect of DGS on something' as a purpose, qualitative method as a research design, high school students as a sample level, 101-300 intervals as a sample size, documents and achievement tests as instruments and descriptive analysis for quantitative and qualitative studies. Quantitative data was collected through pre-tests, post-tests using achievement tests. 5 0 obj Two schools were assigned as control while the other two as experimental groups. (2018). GeoGebra software as an ICT tool is used to enhance theoretical and practical ways of teaching and learning arithmetic, algebra, calculus, and geometry, resulting in students better performance and conceptual understanding in mathematics (Keong et al., 2005). 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