Effects of GeoGebra-assisted instructional methods on students’ conceptual understanding of geometry

Abstract

Learning geometry with conceptual understanding requires the implementation of appropriate methods that actively engage students and support them in becoming autonomous, critical thinkers, and self-directed learners. The purpose of the study was to investigate the effect of GeoGebra-supported learning on grade ten students’ conceptual understanding of geometry. The study adopted a non-equivalent pretest-posttest quasi-experimental research design. Three secondary schools that were purposely selected for the study, along with three classes and mathematics teachers (one from each school), were randomly assigned to treatment group 1, treatment group 2, and the control group. For a 10-week period, these groups were instructed with GeoGebra, using a collaborative approach; with GeoGebra, using a conventional approach; and with a conventional approach, respectively, and the instruction is supported by the 5E (engage, explore, explain, elaborate, and evaluate) instructional model lesson plan. All groups performed a pre-test and a post-test of their conceptual understanding of geometry. Paired sample t-tests, Scheffe’s posthoc test, and ANOVA were used to analyze the data. The study’s findings showed that GeoGebra technology supported by collaborative methods had a greatly stronger effect on students’ conceptual understanding of geometry topics than other forms of classroom instructional methods. These, then, provide information about potential approaches that secondary school teachers might use to enhance their students’ understanding of geometry topics.

Keywords

• Conceptual understanding
• geometry
• GeoGebra-supported learning
• GeoGebra
• grade ten
• Muesser Nat, Cyprus International University, Turkey