ABSTRACT
The study investigated the effects of GeoGebra application on Mathematics Students’ academic achievement and interest in Akwa Ibom State, Nigeria. The study adopted a pretest, posttest quasi experimental design. The population consisted of 13,157 Junior secondary two (JS2) Students made up of 5,876 males and 7,281 females. Two schools were purposively sampled and simple random sampling technique (toss of coin) was used in selecting two intact classes of Junior secondary two (JS2) Students of 2018/2019 academic session for experimental and control groups. The research was guided by four research questions and four hypotheses. Two validated instruments (MAT and MIS) with reliabilities of 0.72 and 0.85 respectively were used for data collection. The research questions were answered by descriptive statistics; mean and standard deviation while the hypotheses were tested using Analysis of Covariance (ANCOVA) statistic at p < 0.05 level of significance. The findings revealed a significant difference between the achievement and interest of the experimental group and control group in favour of the experimental group. It also revealed that the use of GeoGebra is clearly independent of gender. Based on the findings, it was recommended that Mathematics teachers should intensively employ the use of Mathematical software such as GeoGebra that will actively involve both the teachers and students during teaching learning process. It will also provide participatory opportunity for Students to interact with the objects and one another to enhance Students’ understanding, achievement and interest in mathematics. It was also recommended that Curriculum planers should incorporate the use of GeoGebra instructional package in restructuring Mathematics curriculum in Nigeria. The curriculum should be restructured to reflect the basic concept of GeoGebra instructional package as they pertained to Mathematics teaching/learning.
TABLE OF CONTENTS
Title Page i
Declaration ii
Certification iii
Dedication iv
Acknowledgements v
Table of Contents vii
List of Tables x
Abstract xi
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study 1
1.2 Statement of the Problem 13
1.3 Purpose of the Study 15
1.4 Research Questions 15
1.5 Hypotheses 16
1.6 Significance of the Study 16
1.7 Scope of the Study 19
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Conceptual Framework 20
2.1.1 The Concept of Mathematics 20
2.1.2 The Creativity of teaching and learning of Mathematics in
Secondary School 23
2.1.3 Students’ Academic Achievement 25
2.1.4 Gender and Academic Achievement 32
2.1.5 Interest as a Factor in Learning 33
2.1.6 GeoGebra in the Teaching and Learning of Mathematics 35
2.2 Theoretical Framework 43
2.2.1 The Activity Theory 43
2.2.2 Social Constructivism 46
vii
2.3 Related Empirical Studies 54
2.3.1 Studies on using GeoGebra 54
2.3.2. Studies on Gender and Academic Achievement in Mathematics 58
2.3.3 Studies on Interest and Academic Achievement in Mathematics 61
2.4 Summary of Review 64
CHAPTER THREE: METHODOLOGY
3.1 Design of the Study 67
3.2 Area of the Study 68
3.3 Population of the Study 69
3.4 Sample and Sampling Technique 70
3.5 Instrument for Data Collection 70
3.6 Validation of the Instrument 71
3.7 Reliability of the Instrument 71
3.8 Method of Data Collection 72
3.8.1 Experimental Procedure 72
3.8.2 Control of Extraneous Variables 73
3.9 Method of Data Analysis 75
CHAPTER FOUR: RESULTS AND DISCUSSION
4.1 Results 76
4.1.1 Research Question One 76
4.1.2 Research Question Two 77
4.1.3 Research Question Three 78
4.1.4 Research Question Four 79
4.1.5 Hypothesis One 80
4.1.6 Hypothesis Two
4.1.7 Hypothesis Three 82
4.1.8 Hypothesis Four 83
4.2 Major Findings of the Study 83
4.3 Discussion of Results 84
CHAPTER FIVE: CONCLUSION AND RECOMMENDATIONS
5.1 Summary of the Study 88
5.2 Conclusion 89
5.3 Education Implication of the Study 90
5.4 Recommendations 92
5.5 Limitations of the Study 91
5.6 Suggestion for Future Studies 92
References
Appendices
LIST OF TABLES
Table 4.1: The mean achievement scores of Students taught mathematics using GeoGebra and those taught using conventional method. 76
Table 4.2: The mean interest scores of Students taught mathematics using GeoGebra and those taught using conventional method. 77
Table 4.3: The mean achievement scores of male and female Students taught mathematics using GeoGebra. 78
Table 4.4: The mean interest scores of male and female Students taught mathematics using GeoGebra. 79
Table 4.5: Analysis of covariance on the mean achievement scores of Students taught using GeoGebra and those taught using conventional method. 80
Table 4.6: Analysis of covariance on the mean interest scores of Students taught mathematics using GeoGebra and those taught using conventional method. 81
Table 4.7: Analysis of covariance on the mean achievement scores of male and female Students taught mathematics using GeoGebra. 82
Table 4.8: Analysis of covariance on the mean interest scores of male and female Students taught mathematics using GeoGebra. 83
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Mathematics, coined from the Greek word or language “Mathema” meaning “knowledge, study or learning” is the study of areas such as quantity (numbers), structure, space and change. Mathematics is a way of describing relationships between number and other measurable quantities. Azuka (2013) sees Mathematics as not only language of the science, it is important nutrient for thought, logic, reasoning and therefore, progress. Some branches of Mathematics are categorized by use of strict proofs based on axioms. Some of its main sub-divisions are arithmetic, algebra, geometry, trigonometry and calculus. Mathematics is science that deals with logic of shapes, quantity and arrangement. Mathematics can express simple equation as well as interaction among the smallest particles and the uttermost object in the known universe. It allows scientist to communicate ideas using universally accepted terms. It is truly the language of science. Kajuru (2006) observed that since the beginning of recorded history, Mathematics discovery has been at the forefront of every civilized society. Kajuru emphasized that the need for Mathematics arose based on the wants of the society, the more complex a society, the more complex the Mathematical needs. Thus, every nation needs mathematics.
Various nations across the world are classified as first – world, second – world or third – world on the basis of each nation’s level of development in Science and Technology, which are power-driven by refined numerical manipulation that always employ Mathematics as its basic tool. The central position of Mathematics to national development has resulted in education policy makers resolving to position Mathematics as a required subject for admissions and even employment purposes (Kolawole, 2013).
Mathematics according to Kolawole and Ajutumobi (2013) is an tool to ease the learning of other formal school’s subject and also very vital tool for resolving problem situation in all disciplines. Odili (2002) observed that Mathematics is the science of space and number and this leads to formation of symbols. The symbols also lead to the establishment of formulae which can be used in the application of problems solving. Odili explains that Mathematics is the bedrock of many professional courses. Mathematics is accepted in the present world of science and technology as the “queen of science and the language of nature” and no nation can hope to achieve any measure of scientific and technological advancement without foundation in mathematics (Uko, 2016).
Though Mathematics is very important and compulsory for every citizen in the nation, students’ performance in Mathematics (in both internal and external examinations) have remained consistently poor and not satisfactory (Nwadiae, 2010). This indescribable level of poor performance in Mathematics across all levels of educational echelon has continued to be an issue of enormous concern to stakeholders in education enterprise including educational administrators, researchers, teachers, parents and even students. As such, a realistic and careful practical decision and action ought to be taken by concerned stakeholders to checkmate these occurrences of poor performance in Mathematics, so as to save nations from impending collapse of her educational sector (Kolawole, 2013). In Nigeria, there are ample evidences of continued poor performance of students in both standardized and teacher made examinations (Ado and UmoAbasi, 2014). Eshiet (2012) observed that Mathematics offered the highest difficulties to students among the science subjects in the West African School Certificate Examinations in the previous decade. In the same vein Alio (2012) and Udousoro (2009, 2011) described students’ poor performance in problem solving in secondary school mathematics examinations. Alio and Udousoro ascribed the situation to teachers’ negligence of discovering the problem solving strategies as substitute strategy to replace the conventional method of teaching mathematics which has failed to yield reasonable positive results in terms of students’ achievement. The use of GeoGebra strategy is to be investigated to check this problem.
GeoGebra in this usage is such a device that the teacher will use to present mathematical concepts to the learners in the software form in order to make visualization and understanding very clear and real. The West African Examination Council (WAEC) and National Examination Council of Nigeria (NECO) Chief Examiner’s report between 2009 and 2017 have consistently drawn attention to poor performance of students in certain mathematics topics at the senior Secondary certificate Examination. Such areas of weakness include: Mensuration, trigonometry, geometry and statistics. The teaching and learning of geometry at secondary level of education still remain a serious problem due to the abstract nature of the concepts.
However, research studies attributed the poor performance of students in examinations mostly to the teaching approach adopted by mathematics teachers in presenting instructions Ogbonna (2004). Many teachers embrace the conventional approach to teaching. This is an approach where older methods or ideas are observed rather than modern or different ones. In this approach curricular activities rely heavily on textbooks and workbooks. Students are viewed as “blank slates” unto which information is carved by the teacher. In this setting, the teacher seeks the correct answer to authenticate students’ learning and assessment of students. Learning is viewed as separate from teaching and it occurs almost entirely through testing. Furthermore, Ogbonna (2007) explained that in conventional setting, many students tussle to comprehend concepts in isolation, to learn parts without seeing wholes, to make connections where they see disparity and accept as reality what their perceptions question. For good many students, success in school has very little to do with true understanding and much to do with coverage of the curriculum. In many schools, the curriculum is held as overall, and teachers are restrained to tamper with it even when students are clearly not understanding important concepts. Rather than adapting the curriculum to students’ needs, the predominant instructional response in a conventional setting is to view those who have difficulty understanding the unaltered curriculum as slow or disabled. These students are often retained in the class. Explaining further, Ogbonna lamented that even students who are capable of demonstrating success, who pass tests with high marks and obtain “honours”, diplomas, frequently do not connect the information they receive in school to interpretations of the world around them. This is attributed to the method of teaching.
Ogbonna therefore recommended that Mathematics teachers should use inspiring method of teaching that will reduce students’ mass failure in public Mathematics examination. Iji (2014) suggested cooperative and individual teaching strategies. Also Ogochukwu (2010) suggested problem solving strategy for effective teaching. For students to perform creditably well, they must be guided through psychosocial features of how human learn. These features may include cooperative, attitudes, interest and commitment among others (Azuka, 2013). Since the current model is moving away from teacher – centered to learner – centered strategies, the above characteristics should guide the choice of teaching that will enhance success in the learning of Mathematics among students in Nigeria. Alio (2007) stated that the teachers’ non- utilization of the necessary technique in teaching mathematical problem solving is a contributing factor to students’ poor achievement in mathematics.
The teacher’s method of teaching can either make or mar the educational process, this is because teachers’ method of teaching constitute a significant factor in influencing students’ achievement and students’ interest (Uko, 2016). For instance, a student who has always been announced as brilliant could be adversely affected by a teacher who is either incompetent in teaching or who does not have the basic skills required for effective teaching. Taiwo (2006) asserted that teaching method and students’ interest have been identified as very important factors in effective learning of mathematics. Kelly (2010) suggested scrutinizing the array of teaching methods and activities so as to ascertain those methods that are adequate for obtaining the best results. Akpan (2016) also posited that teacher method of teaching is a determining factor of students’ achievement in mathematics. The teacher seems to be the most influential factor in molding the personality and life pattern of an individual.
Evidence abound to show that failure of some of the efforts put in place to improve the standard of mathematics education in Nigeria has not necessarily originated from poor planning or design but mostly from the lack of effective method of teaching by mathematics teachers in schools (Lewis, 2014). Awodeyi (2009) observed that “the efforts taken so far notwithstanding, teachers should look inwards”. Teachers should look for creative method of teaching through which they could intensively motivate learners of mathematics. Current studies on how students learn science and science related subjects (Mathematics) have showned new ideas and instructional approaches that have verified effective (Uko, 2016). One of such innovative instructional strategies is the application of mathematical software (GeoGebra) in the teaching and learning processes (Ibrahim and Busari, 2016). The application of GeoGebra aids a learner get meaning from new information and events as a result of an interaction between that individual’s alternative concepts and his or her current observations. However, GeoGebra, therefore, is a set of beliefs about knowing and learning that emphasizes the active role of learners in constructing their own knowledge (Von Glasersfeld, 2009). In this view, knowledge is constructed by the learner in an attempt to incorporate existing knowledge with new experiences. Continuing, Von Glasersfeld explained that although knowledge construction can be facilitated by instruction, it is not the direct consequence of instruction. Mathematics Classroom as cited by Ogbonna (2007) is a classroom where problem solving, concept improvement and construction of learner produced procedures and solutions are given more importance than memorizing procedures and using them to get right answers. This is what the study intends to look at. The emphasis of this research work is on the application of GeoGebra in teaching mathematical concepts. Oro, Udom and Eduok (2010) indicated in their studies that learning is shared enterprise such that emotions and life context of those involved in the learning process must be considered as an integral part of the learning situation since they are the main reasons for curriculum implementation.
Curriculum developers have lay emphasis on the importance of curriculum materials or instructional materials to learning. These materials are meant for teachers to make teaching and learning more meaningful and effective. They are facilitators of the teaching/learning process when properly used. Thus, availability of curriculum materials or instructional materials is diversified in curriculum to cater for individual differences.
Seeing, touching and hearing are characteristics of instructional materials for human learning in this 21st century. Aramide and Bolarinwe (2010) in their opinion said that, instructional materials in formal forms have the potential for enhancing students learning. Its role in teaching and learning process is one of the most important and widely discussed issues in contemporary education policy. Instructional materials that resemble everyday items assist learners in making connections between abstract mathematical concepts and the real world. No wonder, since sixties till date, the use of instructional materials that can be manipulated or navigated was often justified on the basis of this ancient Chinese proverb:
What I hear, I forget What I see, I remember What I do, I understand.
GeoGebra could be one of such instructional materials.
GeoGebra is a mathematics software that learners operate and navigate to represent a variety of conceptual relationships to real life situation (Kalu, 2015). GeoGebra is one form of instructional material that offers unique opportunities for learners to build and communicate mathematical ideas. Markus (2008) defined GeoGebra as dynamic mathematics software used for teaching and learning of mathematics in schools which includes: geometry, algebra, and calculus. However, GeoGebra is an interactive geometry system. One can carry out constructions with points, vectors, segments, lines, and conic sections as well as functions while changing them dynamically afterwards. Consequently, equations and coordinates can be entered directly. Thus, GeoGebra has the ability to deal with variables for numbers, vectors, and points. It finds derivatives and integrals of functions and offers commands like Root or Vertex. There are two characteristic of GeoGebra: an expression in the algebra window that corresponds to an object in the geometry window and vice versa. For the purpose of this study, the researcher defines GeoGebra as a software representation of mathematical concept that can be seen and navigated about by both teachers and learners to aid them validate and explain their mathematical ideas and for the purpose of making mathematics enjoyable, effective and interesting in order to enhance teaching and learning of mathematics. GeoGebra was invented by Markus Hohenwarter and Julius Hohenwarter in the year 2008. GeoGebra was created as a free, open-source dynamic mathematics software, which is used for both teaching and learning mathematics from middle school through college to the University level (Hohenwarter and Preiner, 2008). GeoGebra offers geometry, algebra and calculus features in a fully linked, compressed and easy-to-use software environment. In other words, this device spreads the concepts of dynamic geometry to the fields of algebra and mathematical analysis. GeoGebra is designed specifically for educational purposes, which can help learners grasp experimental, problem-oriented and research-oriented learning of mathematics, both in the classroom and at home. Students can simultaneously use a computer algebra system and an interactive geometric system to increase their cognitive abilities in the best way and this demand a concrete material.
Currently, education has become wide spread and as such, exclusive oral teaching cannot be the key to successful pedagogy. The use of instructional materials (GeoGebra) that teachers and learners can handle in teaching and learning of mathematics at all level of education will help both the teachers and learners to explore, experiment, create and interact with the environment intensively. This is in line with one of the goals of Nigerian National Policy on Education that states “Education at junior secondary school level should give the learner opportunities for developing manipulative skills that will enable the learner function effectively in the society within the limits of the learner’s capacity”.
Mathematics as one of the subjects that requires instructional materials for its teaching and learning is divided into, Number and numeration, Algebra, Statistics and Geometry at junior secondary school level.
For the purpose of this study, the researcher would like to work on Geometry. 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 (Obilor, 2019). According by Obilor, 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. According to Steven in Prakash (2013), 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.
Furthermore, Geometry is used by many in various fields. The Engineers use the knowledge of geometry to design and build houses and also to construct bridges and roads. Geometry is also important in learning other branches of mathematics like number and numeration, algebraic process and introductory calculus. Students or learners who are good at geometry have potential abilities to solve many of the societal problems be it social, economic and technological thereby help in building a strong and united nation. Despite the importance of this branch of mathematics, Telina (2016) observed that geometry is one aspect of mathematics that is mostly dreaded by students.
Telina added that, it is an area of mathematics where students find difficult to learn and understand and have led to low achievement and interest in mathematics.
However, geometry is one of the mathematical concepts that mostly require instructional materials like GeoGebra for its teaching and learning at all level of education. Teaching of geometry with GeoGebra at all education levels can help in understanding the basic facts such as angles, shapes, lines, line segments, curves in geometric figures (plane and solid shapes) 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 in concrete forms that will assist the teacher in making connection between its abstract nature and real life. When the learners use and interact with GeoGebra and interact with one another, learning can become interesting and achievement improved. Because of wide applications of geometry in abstract reasoning, geometric question seems to be widely emphasized in school curriculum. A close analysis of the past Senior Secondary Certificate Examination questions shown that geometric questions have dominated for more than 10 years now (Telina, 2016). The researcher added that, the West African Senior Secondary Certificate Examination WASSCE (2017) chief examiner’s report shown that errors students commit in geometric questions have been responsible for the mass failure of students in Senior School Certificate Mathematics examination. This is a clear indication that achievement and interest of learners of mathematics in the area of geometry is on downward (negative) direction.
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 and Okafor, 2018). For mathematics achievement to be awakened in students, they must have interest in the subject.
Interest according to Imoko and Agwagah (2006) is a personal feeling of attention or persisting tendency to pay attention and enjoy some activities or content. Obodo in Alio and Okafor (2018) said that it is the feeling of intentness, concern or curiosity about an object. Interest refers to as the condition of being eager to know or learn about something. It is an important variable in the teaching and learning of mathematics. This is because when a student becomes interested in an activity, he/she is likely to be more totally involved in that activity. Okigbo and Okeke (2011) have this to say, “a student may be intellectually and physically capable to learn, he/she may never learn until his/her interest is stimulated”. Once the interests of students are stimulated, they will continue to learn as long as their teacher is capable of sustaining their interest in the subject matter. The Okigbo and Okeke also said that interest is a mother to attention, and once there is direct interest, attention is guaranteed and learning is assured.
Psychological disposition like interest could be a factor in determining the relative achievement of the students, the role of interest in the learning process has been x-rayed by Okorie (2016) when he noted that the zeal with which students enter into any learning activity is in order of their interest in the particular activity. Students appear to learn more effectively those things that appear to interest them. Mamman and Isa (2018) recommended that interest –boosting activities such as use of models during lessons, formation of discussion groups, use of appropriate innovative methods and strategies be adopted in the mathematics classrooms.
An issue of urgent attention at this point is to look for appropriate instructional approach that will foster achievement and interest of the learners of Mathematics. In as much as all science and technology based courses and programmes are highly in need of Mathematics, effort should be geared towards the development of an instructional approach which is capable of boosting the interest of students in Mathematics at all levels of the school system.
Brooks in Ogbonna (2007) had observed that teachers don’t always use techniques which cater for multiple learning styles to help students retain information and strengthen understanding. Teaching with mathematics software (GeoGebra) helps the teacher to employ variety of strategies and approaches that will ensure that all students have equal opportunities to learn irrespective of their abilities, location or gender. 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. Much study have been carried out on the possible sources of these fascinating gender issues. Helen (2010) threw more light on gender issues in mathematics. Some of Helen studies analyzed the gender differences in relation to results attained on performance tests, while others have focused on more specific topics, such as spatial visualization, the differential relations that mathematics teachers may establish with female and male students at various educational levels, the distinct attitudes of girls and boys towards mathematics and towards the use of instructional materials as an aid in teaching and learning mathematics.
In the past, there has been a general view that males perform better than females in Mathematics. Ozofor (2013) showed that male and female students performed equally in Mathematics. But Hamza and Timayi (2018) found a high achievement in favour of females. In view of these contradicting results, a new investigation seems to be called for, to throw more light on the issue concerning the influence of gender on Mathematics achievement. More so, since Mathematics plays a vital role in technological progress as well as being one of the basis and core subjects taught in Nigerian secondary schools, everybody should have the same opportunity to learn Mathematics. In fact, the application of GeoGebra in Mathematics teaching and learning might have gender based Implication which is worth exploring. Though gender may influence students’ achievement in Mathematics, type of exposure and many other variables may also influence students’ achievement in Mathematics. Hence, it is in the light of this that the researcher decided to investigate the effectiveness of GeoGebra Application on Mathematics Students’ Academic Achievement and Interest in Akwa Ibom State.
1.2 STATEMENT OF THE PROBLEM
Mathematics is a subject involving numbers and calculations and is typically low on the list of interesting and exciting subjects for students in secondary schools (Obilor, 2019). Negative attitude and poor achievement in Mathematics are not created mostly because of the nature of the subject alone. Poor teaching strategies such as skill and drill, copying from the board, and memorizing formulas create low interest in the learners of mathematics. Also, lack of motivation in students which in turn leads to low academic achievement constitute a serious challenge in the teaching and learning process.
In Akwa Ibom State curriculum, using technology such as compact disc, computer, software, projector etc. is not a common routine in teaching-learning process. In the teaching and learning of Mathematics, it has been often realized that students still lack the cognitive and process abilities in the total understanding of Mathematics concepts (Joseph, 2017). Although the teacher delivers the required knowledge to assist students in understanding the concepts, students seem to face challenges in applying this knowledge to a given task. Evidence of poor achievement shown by Okereke in Uko (2016) points to the fact that the current methods of teaching Mathematics may not be exciting to the students. This may lead to students’ lack of understanding of the concepts, functionality and application of mathematics idea. The WAEC Chief Examiners (2016, 2017 and 2018) consistently reported that students dodged questions on number and numeration, Algebra and Geometry and when an attempt is made they show lack of understanding of the concepts in their workings. The reports also show a general poor achievement in the subject.
The possible answer to these described problems is being suggested by introducing a Dynamic Geometry Environment (DGE) like GeoGebra to the teaching and learning of Mathematics. However, no studies available to the best of researcher’s knowledge has investigated on the application of GeoGebra in teaching Junior secondary school class Mathematics contents in the study area. Therefore, the main issue of academic concern for this study is to investigate the extent the application of GeoGebra will facilitate and enhance students’ academic achievement and interest in Mathematics in Akwa Ibom State.
1.3 PURPOSE OF THE STUDY
The purpose of this study was to investigate the effect of GeoGebra application on Mathematics Students’ Academic Achievement and Interest in Uyo Education Zone. Specifically, the objectives of the study were to determine the:
1. difference in students’ academic achievement in Mathematics when taught using GeoGebra and when taught using conventional method.
2. difference in students’ Interest in Mathematics when taught using GeoGebra and when taught using conventional method.
3. differential effect of the use of GeoGebra on the academic achievement of male and female students in Mathematics.
4. differential effect of the use of GeoGebra on interest of male and female students in Mathematics.
1.4 RESEARCH QUESTIONS
The following research questions have been posed to give direction to the study:
1. What are the mean achievement scores of students taught mathematics using GeoGebra application and those taught using conventional method?
2. What are the mean interest scores of students taught mathematics using GeoGebra application and those taught using conventional method?
3. What are the mean achievement scores of male and female students taught mathematics using GeoGebra application?
4. What are the mean interest scores of male and female students taught mathematics using GeoGebra application?
1.5 HYPOTHESES
The following null hypotheses (H0) were postulated at 0.05 probability level of significance to guide the study. They include:
H01: There is no significant difference in the mean achievement scores of students when taught mathematics using GeoGebra and when taught using conventional method.
H02: There is no significant difference in the mean interest scores of students when taught mathematics using GeoGebra and when taught using conventional method.
H03: There is no significant difference in the mean achievement scores of male and female students taught mathematics using GeoGebra application.
H04: There is no significant difference in the mean interest scores of male and female students taught mathematics using GeoGebra application.
1.6 SIGNIFICANCE OF THE STUDY
The findings of this study would hopefully be of immense benefit to many people through improving the poor performance of Mathematics learners. These people include teachers, students, curriculum developers, School Supervisors, Professional Bodies and the society in general. The results of this study would aid teachers in enhancing their teaching skills in Mathematics. The activities and tasks used in this study would be of immense assistances to teachers to initiate and improve the use of GeoGebra software in Mathematics classrooms.
Specifically, the study would help the teachers in proper implementation of the curriculum. The use of GeoGebra Software in Mathematics classroom would motivate the teachers in handling the subject well by directing the students on how to apply mathematics in their day-to-day living. This is because the strategy could help the teacher in entry behaviour testing, introducing novel concepts, teaching difficult concepts and provision for active involvement of the learners.
To the students, it would provide a case study intended to assist students with challenges in basic Mathematical skills thereby dispelling the unwholesome phobia commonly associated with Mathematics, and would enable students to obtain essential Mathematical skills and knowledge that will adequately prepare them for careers in Mathematics related and science-based disciplines in higher institutions of learning which would breed industrial and technological revolution in Nigeria.
The findings of this study would help secondary school students to remove some of the social apathy towards Mathematics and that their performance depends on their own active participation not only their teachers. Thus, the students would appreciate the need for their involvement in Mathematics activities in their classroom and this may help them to acquire both Mathematics skills and Mathematics knowledge which would enhance capacity building and sustainable development. In other words, the students would be enabled towards achievement of national goals for Mathematics education.
The knowledge of the use of GeoGebra-based teaching would aid the curriculum planners to apply the approach when reviewing Mathematics curriculum. Thus, the curriculum should be organized in such a way that it would enhance efficient and effective teaching and learning of mathematics. Also the goals of the curriculum planners would be re-directed towards more on acquisition of performance skills in Mathematics than on acquisition of knowledge. To achieve this aim, government and other education authorities would realize the importance of organizing seminars and regular workshops on Mathematics to educate the in-service teachers on this need.
The results of this study would be helpful to Mathematics textbook writers to plan and relate the use of GeoGebra-base techniques in structuring their textbook. In this way the teachers would use them when seen in the teacher’s guide to improve their knowledge on the strategy. The textual materials would gain a request and efficacy if adequate number of suitably structured GeoGebra activities are used by the textbook writers at strategic positions in their texts.
The findings of the study will enable the supervisors of schools to be aware of the Mathematics software they should be looking for during their teaching supervisions in schools. They should also encourage teachers who are not using the Mathematics software to use the software in teaching Mathematics. In other words, the findings will also enable the supervisors to be aware of the instructional strategy they should direct the Mathematics teachers to use in order to improve teaching and learning processes as well as increasing students’ academic achievement and interest in Mathematics.
Professional bodies such as the Science Teachers Association of Nigeria (STAN) and the Mathematics Association of Nigeria (MAN), who have interests in science and Mathematics education in Nigeria can organize workshops and seminars for science and Mathematics teachers based on the result of the findings of this study since it would reveal to them the efficacy of the Mathematics software (GeoGebra). Such workshops or seminars would be aimed at strengthening of the serving teachers to equip them with the knowledge and skills of applying the GeoGebra in teaching and learning of Mathematics and other science related subjects.
Finally, the society would benefit from the study because if the study helps to improve students’ performance in Mathematics, then the subject and its allied courses (engineering, pharmacy, industrial physics, etc) would be studied by many students in institutions of higher learning. If students study Mathematics and its allied courses, our dream in the use of science and technology for capacity building and sustainable development would be fully realized.
1.7 SCOPE OF THE STUDY
In the light of limited time and resources available for this research, the study is delimited to all Junior Secondary Two (JS2) Students in Uyo High School and Community Secondary School, Four Towns in Uyo Education Zone in the 2018/2019 academic session. The two schools had been selected due to the fact that students in these schools have been exposed to experienced Mathematics teachers and well equipped Mathematics laboratories and there is fair representation sample of students from different, ethnic groups and cultural values across the state in particular. It was delimited to dependent variables which were students’ Academic Achievement, Interest and gender and independent variable which was GeoGebra application. It was also delimited to the concepts of plane shapes which include: “Circle, Triangle, Square and Rectangle as well as areas and perimeters of these plane shapes” as outlined in National Mathematics Curriculum for junior secondary school.
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