This study investigated the effect of integration of GeoGebra into the teaching of
circle geometry on Grade 11 students’ achievement. The study used a quasiexperimental,
non-equivalent control group design to compare achievement, Van
Hiele levels, and motivation of students receiving instruction using GeoGebra and
those instructed with the traditional ‘talk-and-chalk’ method.
Two samples of sizes n = 22 (experimental) and n = 25 (control) drawn from two
secondary schools in one circuit of the Vhembe district, Limpopo Province in South
Africa were used. A pilot study sample of size n = 15, was carried out at different
schools in the same circuit, in order to check the reliability and validity of the research
instruments, and statistical viability. The results of the pilot study were shown to be
reliable, valid and statistically viable. The study was informed by the action, process,
object, schema (APOS) and Van Hiele theories, as the joint theoretical framework,
and the literature search concentrated on technology integration, especially
GeoGebra, in the teaching and learning of mathematics. The literature was also reviewed on the integration of computer technology (ICT) into
mathematics teaching and learning, ICT and mathematical achievement, and ICT
and motivation. The study sought to answer three research questions which were
hypothetically tested for significance. The findings of this study revealed that there
was a significant difference in the achievement of students instructed with GeoGebra
compared to those instructed with the traditional teaching method (teacher ‘talk-andchalk’).
The average achievement of the experimental group was higher than that of
the control group. Significant differences were also established on the Van Hiele
levels of students instructed with GeoGebra and those instructed without this
software at Levels 1 and 2, while there were no significant differences at Levels 3, 4
and 5. The experimental group achieved a higher group average at the visualisation
and analysis Van Hiele levels. It was also statistically inferred from questionnaires
through chi-square testing, that students instructed with GeoGebra were more
motivated to learn circle geometry than those instructed without the software / Mathematics Education / M. Sc. (Mathematics Education)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/23259 |
| Date | 05 1900 |
| Creators | Chimuka, Alfred |
| Contributors | Ogbonnaya, Ugorji Iheanachor |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (xi, 140 leaves : illustrations (some color)) |
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