Abstract
This
study investigated the Effect of GeoGebra Software Technique (GST) on Senior
Secondary School Students’ Academic Achievements and Retention in Geometry in
South East Nigeria. The motivation behind the research was rooted in the
persistent challenges facing mathematics education in Nigeria, particularly the
low achievement and poor retention rates among students. The study aimed to explore
whether the use of modern instructional tools such as GeoGebra—a dynamic
mathematical software—could enhance students’ understanding, performance, and
long-term retention of mathematical concepts, particularly in circle geometry. The
purpose of the study was to determine the effectiveness of GST in improving
academic achievement and retention among Senior Secondary Two (SS2) students in
mathematics. Specifically, the study sought to assess differences in mean
achievement and retention scores between students taught using GST and those
taught using the traditional lecture method. It also examined variations in
achievement and retention based on gender, students’ academic stream (science
vs. non-science), and school location (urban vs. rural). A quasi-experimental
pre-test post-test control group design was employed, involving 185 students
selected through a multi-stage sampling technique from the Aba Education Zone
in Abia State. The selection included co-educational schools equipped with ICT
facilities to facilitate the use of GeoGebra software. Three intact classes
each were selected from both experimental and control groups, with a mix of
urban and rural locations, science and non-science streams, and both male and
female students. The instrument used for data collection was a validated Achievement
Test on Geometry (ATG), while GeoGebra software served as the instructional
tool for the experimental group. Descriptive statistics (mean and standard
deviation) were used to answer the research questions, and Analysis of
Covariance (ANCOVA) was employed to test the hypotheses at a 0.05 level of
significance. The findings revealed that students taught circle geometry using
GST significantly outperformed their counterparts who were taught using the
lecture method in both achievement and retention tests. The software’s
interactive and visual nature contributed to greater conceptual understanding
and memory retention. Additionally, GST proved effective across gender, stream,
and location, although science students exhibited slightly higher gains than
their non-science peers. The results further indicated that the use of GST
enhanced learning regardless of gender or geographical location, suggesting its
wide applicability across diverse learner groups. Based on these findings, the
study concluded that incorporating GeoGebra into mathematics instruction could
substantially improve students’ academic outcomes and retention. The study
recommended that mathematics teachers in South East Nigeria adopt mathematical
software like GeoGebra to foster participatory and student-centered learning.
Furthermore, teacher training programs should include components on the use of
digital instructional tools, and educational policymakers should support the
integration of such technologies through seminars, workshops, and curriculum
reforms.
TABLE
OF CONTENTS
CHAPTER 1
INTRODUCTION
1.1 Background To The Study
1.2 Statement Of The Problem
1.3 Purpose Of The Study
1.4 Research Questions
1.5 Hypotheses
1.6 Significance Of The Study
1.7 Scope Of The Study
CHAPTER
2
LITERATURE
REVIEW
2.1 CONCEPTUAL FRAMEWORK
2.1.1 Concept of Mathematics:
2.1.2 Mathematics education:
2.1.3 Students’ academic achievements in Mathematics
2.1.4 Gender and Mathematics teaching and learning
2.1.5 Circle geometry
2.1.6 ICT in Mathematics teaching and learning
2.1.7 Dynamic geometric software (DGS)
2.1.8 What is GeoGebra?
2.1.9 Urban and rural
location
2.1.10 Science and non-science students
2.2 THEORETICAL
FRAMEWORK
2.2.1 Constructivist
learning theory
2.2.2 Cognitive
learning theory
2.2.3 Motivational
learning theory
2.2.4 Relationship
of learning theories with GeoGebra software.
2.3 EMPIRICAL STUDIES
2.3.1 Studies
on use of GeoGebra software.
2.3.2 ICT and Mathematics teaching and learning,
students’ achievement and retention.
2.3.3 Studies
on gender and academic achievement in Mathematics
2.3.4 School location and students performance in
Mathematics.
2.4 SUMMARY OF RELATED LITERATURE REVIEWED
CHAPTER
3
METHODOLOGY
3.1 DESIGN OF THE STUDY
3.2 AREA OF STUDY
3.3 POPULATION
OF THE STUDY
3.4 SAMPLE AND SAMPLING TECHNIQUES
3.5 INSTRUMENT FOR DATA COLLECTION
3.5.1 Achievement test on geometry (ATG).
3.5.2 GeoGebra software
3.6 VALIDATION
OF THE INSTRUMENT
3.7 RELIABILITY
OF THE INSTRUMENT
3.8 METHOD OF DATA COLLECTION
3.8.1 Experimental procedure
3.8.2 Control of extraneous variable
3.9 METHOD
OF DATA ANALYSIS
CHAPTER
4
RESULTS
AND DISCUSSION
4.1 RESULTS
4.2 MAJOR FINDINGS OF THE STUDY
4.3 DISCUSSION OF RESULTS
4.3.1 Effects of Using
GeoGebra Software Technique (GST) on Students’ Achievement and Retention in
Circle Geometry
4.3.2 Influence of Gender
on Students’ Achievement and Retention when Taught Using GeoGebra Software
Technique (GST) in Circle Geometry
4.3.3 Effects of Using
GeoGebra Software Technique (GST) on Science and Non-science Students’
Achievement and Retention in Circle Geometry
4.3.4 Effects of Using GeoGebra Software Technique
(GST)on Achievement and Retention of Students Located at Urban and Rural in
Circle Geometry
CHAPTER
5
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 SUMMARY
OF THE STUDY
5.2 CONCLUSION
5.3 EDUCATIONAL
IMPLICATIONS OF THE STUDY
5.4 RECOMMENDATIONS
5.5 LIMITATION
OF THE STUDY
5.6 SUGGESTIONS
FOR FURTHER STUDIES
REFERENCES
Appendix 1: Circle
Geometry Theorems
Appendix 2: Geogebra Platform
Appendix 3: WAEC Mathematics
Results From 1991 – 2018
Appendix 4: Test Blueprint For Achievement Test On
Geometry (ATG)
Appendix 5: Detailed Computation
Of The Reliability Coefficient Of Internal Consistency Of The ATG
Appendix 6: Pre- Test -
Achievement Test On Geometry (ATG)
Appendix 7: Achievement Post-Test On Geometry (APTG)
Appendix 8: Achievement
Geometry Retention Test (AGRET)
Appendix
9: Marking Scheme For Pre Test
Appendix 10: Marking Scheme For Post Test
Appendix 11: Marking Scheme For Retention Test
Apendix 12a: Lesson Plan On
Circle Geometry For Control Group (Week 1)
Appendix12b: Lesson Plan On
Circle Geometry For Control Group (Week 2)
Appendix 12c: Lesson Plan On
Circle Geometry For Control Group (Week 3)
Appendix 12d: Lesson Plan On
Circle Geometry For Control Group (Week 4 )
Appendix 13a: Lesson Plan On Circle Geometry For Experimental
Group (Week 1)
Appendix 13b: Lesson Plan On Circle Geometry For Experimental
Group (Week 2)
Appendix 13c: Lesson Plan On Circle Geometry For Experimental
Group (Week 3)
Appendix 13d: Lesson Plan On Circle Geometry For Experimental
Group (Week 4)
Appendix 14a: Statistical Package
For Social Sciences (SPSS) Output Of Research Questions And hypotheses
LIST OF TABLES
Table 4.1 Mean achievement scores of students taught
circle geometry using GST and those taught using lecture method.
Table 4.2 Analysis of covariance on the mean
achievement scores of students taught circle geometry using GST and those
taught using lecture method
Table 4.3: Mean retention scores of students taught
circle geometry using GST and those taught using lecture method.
Table 4.4 Analysis of covariance on the mean
retention scores of students taught circle geometry using GST and those taught
using lecture method.
Table 4.5: The mean achievement scores of male and
female students taught circle geometry using GST.
Table 4.6 Analysis of covariance on the mean
achievement scores of male and female students taught circle geometry using
GST.
Table 4.7: Mean retention scores of male and female
students taught circle geometry using GST.
Table 4.8 Analysis of covariance on the mean
retention scores of male and female students taught circle geometry using GST.
Table 4.9: Mean
achievement scores of science and non-science students taught circle geometry using
GST
Table 4.10 Analysis of covariance on the mean
achievement scores of science and non-science students taught circle geometry
using GST.
Table 4.11: Mean retention scores of science and non-science
students taught circle geometry using GST.
Table 4.12 Analysis of covariance on the mean retention
scores of science and non-science students taught circle geometry using GST.
Table 4.13 Mean achievement scores of urban and rural
students taught circle geometry using GST
Table 4.14 Analysis of covariance on the mean
achievement scores of urban and rural students taught circle geometry using GST
Table 4.15: Mean retention scores of rural and urban
students taught circle geometry using GST.
Table 4.16 Analysis of covariance on the mean retention
scores of rural and urban students taught circle geometry using GST.
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND
TO THE STUDY
The level of development of any nation is
determined by the level of education of her citizenry. Hence the value of
education to individuals and their country is immeasurable. An educational
programme can only be said to be successful if the objectives behind its
formulation have been attained. Sequel to the social, economical, educational
and spiritual development of the human race, it has become important for its educational
programs to be modified to meet present realities in this ever changing world. These modifications can be with respect to the
teachers, the students, the contents of the instruction, the methodology
adopted, physical infrastructure as well as the curriculum contents of a school
subject of which mathematics is one of them (Suleiman, Bashar and Ishola, 2016).
Mathematics is a science that deals with the
logic of shapes, quantity and arrangement (Onwuka,2015). Its application in other disciplines, mostly in
sciences, is appreciative and without mathematics, knowledge of sciences
remains superficial. Its importance to an individual’s daily activities
cannot be over emphasized. It is an indispensable tool for human existence on
planet earth. As a result of its importance,
most countries of the world have made mathematics compulsory in both primary
and secondary school curricula in order to give learners a sound basis for scientific
and reflective thinking and prepare them for the next level of education. Since the beginning of recorded
history, Mathematics discovery has been at the forefront of every civilized
society (Apondi, 2015).
Mathematics is the foundation of knowledge
and key that unlocks the mystery of the sciences (Okafor, 2018). As a school
subject, it is very crucial in the educational system of any nation. No society
can advance in science and technology without good foundation in mathematics. Ekwueme
(2018) noted that mathematics education is inseparable from the society because
it develops the nation’s human resources by assisting individuals to be
competent and skilled. Mathematics is very useful for national development and
prosperity especially in area of science and technology. As a subject it is
used as a basic entry requirement into any of the prestigious courses in
sciences such as medicine, architecture and engineering among other degree
programs. If properly taught, it is a subject that sharpens the minds and
enhances logical thinking with its calculations, inferences and deductions.
Five O’ level credit passes including Mathematics and English are necessary for
admission into all tertiary institutions in Nigeria. The benefits of mathematics
in the primary and secondary school curriculum shows the basic roles it plays
in the progress of any nation. Mathematics can be used to groom a child to
reason, to analyze, to think and to articulate things (FRN, 2014). Mathematics
has always played a major role in the existence of man from cradle upwards. It
is an intellectual stimulating subject with its prongs getting into activities
of politics, economics, science and technology. (Iji, Abakpa and Takar, 2015).
Despite the
important role that mathematics plays in the society, there has been poor
achievement in mathematics in Nigerian national examinations. Several factors
have been attributed to be the cause of poor achievement in mathematics at secondary
and other levels of education, among which are poor methods of teaching (Onowighose
and Charles – Ogan, 2019), poor interest and retention in mathematics, lack of
appropriate instructional techniques for teaching mathematics at all levels of
education (Gambari, 2015) among other problems. That notwithstanding, it
is a subject that scares many students. This is due to the myth built around
the subject. Some people believe it is only for the serious minded ones. The
truth is that mathematics is a subject for all because virtually everybody
makes use of various aspects of mathematics in his/her daily activities (Okafor,
2018).
Observations and reports from examining
bodies (West African Examination Council examiners (WAEC), Ministries of
Educations both at state and Federal levels) revealed that a high percentage of
secondary school students have continued to perform poorly in mathematics
examinations, which may be as a result of their distaste for mathematics as a
subject (Alio & Okafor, 2018). This poor achievement has been generating
much concern among parents, teachers, students and other stakeholders in the
education business. Growing distaste for mathematics by learners at both
primary and secondary levels of education, which is a major factor in learners
poor achievement in mathematics is attaining serious dimension. If the
situation is not brought to a halt, the result may ultimately prove injurious
to the future scientific and economic development (Emaikwu, 2014, Surajudeen,
2018 and Amadi & Arokoyu, 2018).Most
secondary school students view mathematics as problematic and abstract and this
is as a result of difficulty in understanding, assimilating and retaining its
content taught to them in the classroom. Report from the West African
Examination Council examiners (WAEC, 2022) revealed that some of the problems
encountered by learners in understanding mathematical concepts are as a result
of their inability to understand mathematical processes that are associated
with the ways mathematics is being taught in the classroom.
Furthermore, although continuous efforts
are being made by government, researchers, mathematicians, mathematics
educators, Mathematical Association of Nigeria (MAN) and Science Teachers
Association of Nigeria (STAN) to improve the standard of teaching and learning
of mathematics in Nigeria, achievement and retention in the subject have
continued to be poor year after year (Akanwu, 2019). A number of factors have
been found to have contributed to students’ poor achievement and retention in
mathematics at secondary school level of education. Some of these factors are
lack of well trained mathematics teachers; ineffectiveness of teacher on
content delivery (Zuya, Attah and Naanman, 2022); poor students’ mathematics
comprehensive reading skills; students’ poor study habits (Unodiaku &
Nwankpa, 2020); students’ low interest in mathematics as a school subject (Amadi & Arokoyu, 2018); and
inability of linking mathematical concept to real life application through the
use of mathematical software applications and instructional materials designed
to teach mathematical concepts at different levels of education (Durojaiye,
2018).
Looking at the pedagogical problems as
stressed by Gambari (2015) and others, one may observe that, in some of the
secondary schools in Nigeria today, in spite of the much talked-about modern
teaching approaches that are learner - centred, the traditional classroom
approach still prevails especially in teaching of mathematics. Classroom
teachers are still controlling instructional process in mathematics classes,
the content are still delivered to the entire class with learners making little
or no contribution and relevance of mathematical contents to learners are still
weak. Reports from some researchers have shown that learning and understanding
of school subjects especially in mathematics at secondary school level of
education have been frustrated by teachers’ clumsy methods of teaching
(Gambari, 2015, Zuya et al, 2022) and teachers’ inability to use instructional approaches
that actively involve the learner in handling and representing concepts in real
life situation during teaching learning process (Durojaiye, 2018, Charles-Ogan &
Amadi, 2017).
However, in this digital age, education
has experienced innovations and changes in teaching and learning processes. The
emergence of digital tools on proper integration and utilization by teachers
can improve performance on the part of the teachers and facilitate learning on
the part of students (Williams, 2016). The author explained that technological
advancement has created a paradigm shift in education from being teacher –
centred to learner – centred. Thus technological advancement has made the 21st
century learner to be conversant with all kinds of digital tools like computer,
laptops, internet, projector, video equipment, scanner, camera, smart phones
and smart phone learning applications. Teachers are referred to as digital
immigrants (they were born and groomed before the emergence of digital tools)
and are faced with the responsibility of exploring ways to enhance teaching and
learning in order to improve the academic achievement and retention of
students. They adopt the technological tools of which the students are used to
by incorporating computer simulation as learning tools in the classroom. The
students who are referred to as 21st century learners (digital
natives) as a result of their exposure to digital tools have been made to
reason and analyze information critically and differently from their
predecessors with the aid of instructional technology (Alakwe, 2018).
Instructional
technologies involve the effective use of technological tools in teaching and
learning process. Their uses in classes are increasing daily and becoming an
important part of school life. Mathematics teachers are saddled with the
responsibility of being able to adapt to these new technological tools for
teaching mathematical concepts. These technological tools do not only promote
the teaching and learning of mathematics, they also equip students for everyday
life. It has great potentials for knowledge dissemination, effective learning
and the development of more efficient education services (NCTM, 2014). Technology
is essential in teaching and learning of mathematics and enhances students’
learningof difficult concepts in mathematics. The use of technologies plays an essential
role in mathematics classes since technology supports problem solving, spatial
thinking and reasoning skills. Many applications have been designed and
developed by computer programmers to pave way for students and teachers in the
time constraints and difficulties they encounter while solving problems in some
mathematics topics. Such application software includes Computer Algebra System
(CAS) and Dynamic Geometry Software (DGS) (Agaegbu & Ekwueme, 2019).
DGS
is one of the important technological tools that expose students to construction
activities in geometric lessons. It allows students to create geometric
constructions and manipulate them easily. Dragging the dynamic property of DGS,
provides users with moving the element of a drawing freely and observing other
elements. GeoGebra software is one of the DGS software applications used in
studies that combine algebra and geometric tools (Chimuka, 2014). Chimuka further
defined GeoGebra as interactive and visual software for teaching and learning
geometry, algebra, statistics, calculus and other sciences. It gives
opportunities to students for mathematical exploration, supporting group work
and discussion and generally it can make mathematics a more practical subject (Agaegbu
& Ekwueme, 2019). GeoGebra software is used for teaching and learning of mathematics
from secondary to tertiary level of education. It can be used for active and
problem-oriented teaching and learning. According to Chimuka (2014), it
improves students’ skills and understanding in algebra, allows them to
manipulate and measure shapes leading to higher level of learning among them.
Its mathematically rich environment and interactivity nature improve
mathematical investigations. GeoGebra software is a freely available and open
source software, hence students can use it not only at school but at home to do
homework and practise their work. Instruction with GeoGebra enables
mathematical experiments and discoveries (Agaegbu & Ekwueme, 2019). GeoGebra
links together several views such as geometry view, algebraic view, spread
sheet view, computer algebra, system view, protocol design view and command
view. Instruction with GeoGebra is a student centered learning approach
designed to improve learning outcome in some difficult topics in mathematics
curriculum especially in area of geometry.
Geometry is the branch of mathematics that
teaches spatial concepts, shapes and figures. It occupies an important position
in school mathematics. It provides an ability to interpret the environment and
can be used as tools for studying other topics in mathematics and science (Yosoff, 2013). Geometry is a branch of Mathematics
concerned with shape, size, relative position of figures and the properties of
space. In particular, geometry has come to play great roles in science. For
example in Physics, it is used in the study of relativity. Geometric ideas are
also of great importance to engineering, surveying, geologist and navigation (Yosoff,
2013). According to Obilor (2020), the relevance of Geometry in life has
awarded it a central place in mathematics curriculum. It has become the pivot
on which main scientific and technological innovations center. It helps a
learner in the development of aesthetics around his environment as well as
inductive reasoning skills and is taught in schools right from primary level to
tertiary level (Yosoff, 2013). Geometry is the branch of mathematics in which
visualization is one of the most essential elements for understanding
definitions and theorems, as well as solving the given tasks and problems. Geometry, as one of the components of
mathematics plays a crucial role in schools. The study of geometry helps
students to develop skills of critical thinking, problem solving ability and
deductive reasoning skills. It also helps students to understand how to apply
the relationship between shapes and sizes and by so doing provides the students
the opportunity to use such knowledge in their daily lives. The study of
geometry also helps to enhance students’ creativity. This means that it helps
students to construct and make their creative thinking come to life. For
instance, students who desire career in fields such as architecture, civil
engineering, mechanical engineering, and surveying among others require the
knowledge of geometry to enable them design structures buildings, roads,
bridges, flyovers and sky crappers with interesting and fascinating shapes and
sizes (Zuya et al). According to Prakash (2015), early advancement of
Babylonians and Egyptians used geometrical concepts in their everyday lives to
do many things like building structures such as the pyramids, plot square
corners of fields and so on. Owing to the aforementioned, it is obvious that
the importance of geometry in everyday life cannot be over emphasized. It is
because of this importance that Geometry is included as one of the core topics
in primary and secondary school mathematics.
However, geometry is one of the
mathematical concepts that mostly require teaching aids like GeoGebra software for
its teaching and learning at different levels of education. Teaching of
geometry with GeoGebra software at different educational levels can help in
understanding the basic facts such as angles, shapes, lines, line segments,
curves and theorems in geometric concepts and can also help in understanding
the basic facts about geometric transformation such as reflection, rotation and
translation. The implication is that, for geometry to be effectively
communicated there is need to apply teaching aids that will assist the teacher
in making connection between its abstract nature and real life applications.
When the learners use and interact with GeoGebra software and interact with one
another, learning can become interesting and achievement may be improved.
Achievement, according to new Webster’s dictionary (2016),
means to reach a required standard of performance, or to carry out a task
successfully. In the context of this study, achievement refers to reasoning
progress of students in terms of passes gotten from teacher-made
test/standardized test in mathematics. Hence, the researcher upholds the view
that, students’ Academic achievement entails successful academic progress
attained through effort and skill (Ajai, 2015). It involves the determination
of the degree of performance and attainment of individuals in tasks, courses or
programmes to which the individuals were sufficiently exposed. The academic
achievement of secondary school students in mathematics have not been
encouraging (Alio & Okafor, 2018). The persistent poor achievement both in
internal and external examinations and continuous show of low interest by
students in mathematics has made it paramount to seek for other alternative
strategies for teaching the subject so as to improve their understanding,
achievement and retention. Teaching geometry with mathematical software
such as GeoGebra which is designed to help the teacher to employ variety of
strategies and approaches to meet learning needs of learners, may ensure that
all students have equal opportunities to learn irrespective of their learning abilities
and as well may improve their retention ability.
Uko (2016) viewed retention as the ability
to remember and recall things during and after educational activities while
Bichi (2022) viewed retention as the ability to store and consequently
reproduce things experienced or learned by an individual at a later time
especially after graduation from any educational level. Obi, Agwagah and Agah,
(2014) defined retention as the ability to remember things. In their work on
checkmating gender differentials in pupils’ achievement and retention in
mathematics using origami teaching aid, it was stressed that retention is the
ability to retain what has been learnt. This implies that before retention
comes into play, learning must have taken place. According to Ogbonna in Obi,
Agwagah and Agah (2014), when a person engages in practice of training
activities and when observation of his performance shows that there is a change
in performance; learning is usually assumed to have occurred. Therefore, one
can simply put, learning is an observable change in behavior and when one is
able to recall what has been learnt as the need arises, it can be said that
retention has taken place. This implies that, performance of a student is proportional
to the amount of information retained and therefore the extent of achievement
has to do with the degree of retention of what a learner have been taught
irrespective of their learning location or gender (Obi et al. 2014). In fact,
the use of mathematics software in learning mathematics might have gender based
implication which is worth exploring.
Gender
is a complex and dynamic force that affects every social interaction, including
interactions in educational settings. Its effects are woven into educational
outcomes, and at times contribute to complicated disparities, specifically in
the field of mathematics education. Many studies have been carried out on the
possible sources of these fascinating gender issues. Hamza and Timayi (2018)
threw more light on gender issues in mathematics. Some of their studies
analyzed the gender differences in relation to results attained on performance
tests. Others have focused on more specific topics like the distinct attitudes
of girls and boys towards mathematics and towards the use of instructional
materials as an aid in teaching and learning mathematics. Though gender may
influence students’ achievement in Mathematics, type of exposure and many other
variables like learners’ location among others may also influence students’
achievement in Mathematics.
Science
is a theoretical subject that studies the environment around us including the
creatures living there. It is an explanation of things natural that we can see
and hear or feel. Science subjects help students with the in-depth
understanding of the physical, chemical and biological components in the
science subject. They also help students develop analytical and problem solving
skills (Mohammad, 2019). Art is a very free subject area where environment,
creatures as well as ones thought are observed. While science is objective,
theoretical and can be proved, art is subjective, conceptual and cannot be
proved. In secondary school, students who study physics, chemistry and biology
are called science students while the non-science (Arts) students do not study
physics, chemistry and biology.
The
location of a school has effect on the learning outcomes of students. According
to Obi et al (2014) observes that schools in the urban areas most times receive
attention from philanthropists and government also provide more facilities that
aid learning unlike their counterparts in the rural areas. These urban schools
have enough teachers both in qualification and in number. The teachers in such
schools are regular to school as supervisors always visit the schools. Unlike
urban schools, most rural schools have dilapidated buildings, less facilities
and few teachers who come to school once or twice in a week. Most students in
these rural schools are children of peasant farmers who do not value education
much, whose priorities are their farm work and the selling of their farm
produce in their different markets (Sambo, 2015). Hence sometimes, they do not
come to school on market days and during farming seasons. The above constraints
have adverse effects on the students’ learning outcome especially in
mathematics. Therefore, it is in the light of this and other factors that the
researcher decided to investigate the effectiveness of use of GeoGebra software
on Mathematics Students’ Academic Achievement and Retention in southeast
geopolitical zone of Nigeria. Oloda (2017) in his work, environmental
conditions and their influence on academics found out that students in rural
areas are affected adversely compared to their counterpart in urban school.
1.2 STATEMENT
OF THE PROBLEM
Nigeria is a country that needs
mathematics for her development. For Nigeria to excel in technology, there is
need for the popularization of mathematics among students. The interest and
performance of students in mathematics have to be raised. Every student is
expected to solve mathematics with ease since no activity can be carried out in
recent times without the idea of mathematics. Students and teachers should have
the knowledge of Information and Communication Technology (ICT) so as to be
adequately equipped to face the trend in this 21st century,
especially in teaching and learning of mathematics.
In spite of the importance of mathematics,
the achievement of students in mathematics have not been impressive especially
in geometry (Abakpa and Igwue, 2018) Students’
declining achievement in Mathematics both in internal and external examinations
has been a serious issue in the educational industry in Nigeria. Results of
both internal and external examinations show that students’ achievement in
mathematics in Senior Secondary School Certificate Examination (SSSCE) is still
poor. Chief Examiner’s Report of WAEC (2020) revealed the poor attempt of
students in answering questions that involves geometry in their mathematics
examination of 2020. Geometry was considered appropriate topic for the research
work because, research work on difficulty levels of topics in the New Senior
Secondary School Mathematics Curriculum as perceived by mathematics teachers in
Nigeria revealed that concepts in geometry are perceived to be very difficult. Several
research works had revealed poor teaching method as one of the causes of poor
achievement of students in mathematics examinations. This has been attributed
to Mathematics teachers’ inability to apply innovative instructional approaches
in teaching and learning of Mathematics which has led to poor retention of what
is being taught by learners.
This
study attempts to provide solution to alleviate poor achievement in circle
geometry which the researcher believes has its origin in inadequate background
in geometry and poor motivation to learn it. The study tends to investigate the
effect of using GeoGebra software technique in teaching geometry on senior
secondary school students’ achievement and retention. The emphasis is to find
out whether using GeoGebra will motivate students, enhance their
problem-solving skills and ultimately improve their achievement and retention
in geometry, thus remedying the students’ declining achievement in Mathematics.
1.3 PURPOSE
OF THE STUDY
The
purpose of this study is to determine the effect of GeoGebra Software Technique
(GST) on senior secondary school students’ academic achievements and retention
in mathematics in South East, Nigeria. Specifically, the study seeks to:
1.
determine the difference
between the mean achievement scores of students taught circle geometry using
GST and those taught using lecture method;
2.
determine the difference
between the mean retention scores of students taught circle geometry using GST
and those taught using the lecture method;
3.
ascertain the difference
between the mean achievement scores of male and female students taught circle
geometry using GST;
4.
ascertain the difference
between the mean retention scores of male and female students taught circle geometry using GST;
5.
determine the difference
between the mean achievement scores of science and non-science students taught circle geometry using GST;
6.
determine the difference
between the mean retention scores of science and non-science students taught circle geometry using GST;
7.
determine the difference
in the mean achievement scores of rural and urban students taught circle
geometry using GST and
8.
determine the difference
in the mean retention scores of rural and urban students taught circle geometry
using GST.
1.4 RESEARCH QUESTIONS
Eight research questions
guided the study. They include:
1.
what are the mean
achievement scores of students taught circle geometry using GST and those
taught using lecture method?
2.
what are the mean retention
scores of students taught circle geometry using GST and those taught using lecture
method?
3.
to what extent does the
mean achievement scores of male students differ from that of female students when
taught circle geometry using GST?
4.
to what extent does the
mean retention scores of male students differ from that of female students when
taught circle geometry using GST?
5.
what is the difference
between the mean achievement scores of science and non-science students taught
circle geometry using GST?
6.
what is the difference
between the mean retention scores of science and non-science students taught circle geometry using GST.
7.
to what extent does the
mean achievement scores of urban students differ from that of rural students when taught circle geometry using GST?
8.
to what extent does the
mean retention scores of urban students differ from that of rural students when
taught circle geometry using GST?
1.5 HYPOTHESES
The following null hypotheses
(H0) are formulated to
guide the study and were tested at 0.05 level
of significance:
Ho1: there
is no significant difference between the mean achievement scores of students taught circle geometry using GST and those
taught using lecture method;
Ho2: there is no significant difference between the
mean retention scores of students taught circle geometry using GST and those
taught using lecture method;
Ho3: there is no significant difference between the
mean achievement scores of male and female students taught circle geometry
using GST;
Ho4: there is no significant difference between the
mean retention scores of male and female students taught circle geometry using
GST;
Ho5: there is no significant difference between the
mean achievement scores of science and non-science students taught circle
geometry using GST;
Ho6: there is no significant difference between the
mean retention scores of science and non-science students taught circle
geometry using GST;
Ho7: there is no significant difference between the
mean achievement scores of rural and urban students taught circle geometry
using GST;
Ho8: there is no significant difference between the
mean retention scores of rural and urban students taught circle geometry using
GST;
Ho9:
there is no interaction effect of gender
and location on mean achievement scores of students taught circle geometry
using GST and
Ho10:
there is no interaction effect of gender
and location on mean retention scores of students taught circle geometry using
GST.
1.6 SIGNIFICANCE
OF THE STUDY
The following may benefit
from this study; students, teachers, mathematics educators, curriculum
planners, administrators, general public and researchers.
The finding of the study may be of great
help to students’ understanding of the topic, gain attention, motivation and
retention to the subject mathematics. Students solve problems, generalize
formulas and theorems by using technology tools. This makes contribution to
students’ cognitive abilities. It may also help students to develop their
visualization, construction and reasoning skills. Students see relationships
between geometric objects and their parts. GeoGebra software technology helps
students begin the process of technical problem-solving in the classroom.
Students who have sense of spatial relationships and geometric concepts are
better prepared to learn advanced mathematical topics.
The outcome of this study may inspire mathematics
teachers to use GeoGebra software technology and other mathematical software in
teaching topics like geometry among others which may seem difficult to teach by
teachers. It may assist the parents to make wise decision in the provision and
use of ICT for their children’s learning at home. GeoGebra software might have
the potential to transform mathematics education. The study may serve to
mathematics education as a guide to finding supplementary ways of teaching
circle geometry instead of using only the teacher talk and chalk method of
teaching. Hence, it might improve fundamental skills in mathematics teaching
and learning.
Geometry, the study of space and spatial
relationships, plays a crucial role in mathematics curriculum at all grade
levels. The mathematics curriculum planner will make sure that some aspects of Geometry
are found in every mathematics level.
Administrators of schools might see
the need for ICT to be taught and used in teaching mathematics. They need to
also take a wise decision of providing and using ICT facilities in teaching and
learning, especially in mathematics.
Improving
mathematics results in secondary schools in Nigeria is a contemporary problem which
is a concern to the general public. The teaching and learning of geometry
through the use of technology can help students to develop insight into an
understanding of today’s technology industry thereby helping the country to
catch up with the rest of the developed world.
The finding of the study may serve
as a reference point for subsequent researchers who might deduce the
information for empirical review to improve on further studies.
1.7 SCOPE OF THE STUDY
This study was delimited
to all Senior Secondary School Two (SS2) Students in Southeast Nigeria in the
2020/2021 academic session. This research work focused on effect of using GeoGebra
software in teaching geometry on senior secondary school students’ academic
achievement and retention in mathematics. The topic for this study was limited to
the proofs and problem solving based on the following:
i.
a straight line drawn
from the centre of a circle to the mid-point of a chord which is not a diameter
is perpendicular to the chord;
ii.
the angle that an arc of
a circle subtends at the centre is twice that subtended at any point of the remaining part of
circumference;
iii.
angles in the same
segment are equal;
iv.
angle in a semi-circle is
a right angle;
v.
the opposite angles of a
cyclic quadrilateral are supplementary and
vi.
the exterior angle of a
cyclic quadrilateral is equal to the opposite interior angle.
SS2 was chosen because the students in SS2
were not under pressure of preparation for any external examination and they
must have learnt the rudiment of geometry in prior classes. Also geometry was
picked out of the plethora of Mathematics topics/concepts by the researcher since
it has been noted that in almost all the years, most students do not answer
geometry questions (WAEC, 2017-2022).
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