The Development of Mathematical Achievement in Analytic Geometry of Grade-12 Students through GeoGebra Activities

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Date

2018-01-01

Author

Khalil, Muhammad
Farooq, Rahmat Ali
Çakıroğlu, Erdinç
Khalil, Umair
Khan, Dost Muhammad

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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This research provides the instructional exploration of analytic geometry pattern based on van Hiele thinking pattern, and the potential of GeoGebra effect on experimental group along with its nested group (high and low achievers) in comparison with control group in analytic geometry. To investigate the significant effect of GeoGebra, the two match groups were constructed on their previous grade-11 mathematics records with almost equal statistical background and with the same compatibility in the biological age. Further, six-week experiments of 22 lessons were prepared and two teaching methods (tradition vs DGS aided instructions) were tested. Three hypotheses were carried out i.e. Treatment does not significantly affect, the two groups in mathematical achievement mean scores and, the higher and low achievers of the two groups in mathematical achievement mean scores. To measure the treatment effect, t-test was used by SPSS. Analyses of the research revealed that experimental group performed well, while; GeoGebra was influential in favor of low achievers in comparison to control low achievers.

Subject Keywords

Mathematical achievement, GeoGebra, Diverse achievers

URI

https://hdl.handle.net/11511/46202

Journal

EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION

DOI

https://doi.org/10.29333/ejmste/83681

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

M. Khalil, R. A. Farooq, E. Çakıroğlu, U. Khalil, and D. M. Khan, “The Development of Mathematical Achievement in Analytic Geometry of Grade-12 Students through GeoGebra Activities,” EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION, pp. 1453–1463, 2018, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/46202.