Instructional use of Geometer’s Sketchpad and students geometry learning motivation and problem-solving ability
Full Text (PDF)
Abera Kotu 1 , Kassa Michael Weldeyesus 2 *
More Detail
1 Fitche College of Teacher Education, Oromia, ETHIOPIA2 Addis Ababa University, Addis Ababa, ETHIOPIA* Corresponding Author

Abstract

This study investigated Geometer’s Sketchpad (GSP) supported instruction and students’ geometry learning motivation and problem-solving ability (PSA). A pre-/post-test quasi-experimental design with non-equivalent comparison groups was used on two intact groups of grade 9. An instruction of four weeks’ duration was given to the intervention group. The motivation measuring questionnaire, self-efficacy measuring questionnaire, effort measuring questionnaire, and PSA measuring questions were used to collect data. The internal consistency reliability was above 0.8 for each questionnaire. Paired and independent sample t-tests, ANOVA, and regression analysis were used. Findings indicated a statistically significant difference between the intervention and comparison groups and achiever levels after the treatment in both motivation and PSA, and a high correlation was observed between motivation and problem-solving. Components of motivation significantly accounted for both motivation and PSA. The use of GSP-supported instruction is recommended to improve students’ motivation and problem-solving abilities.

Keywords

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2022, Volume 18, Issue 12, Article No: em2201

https://doi.org/10.29333/ejmste/12710

Publication date: 12 Dec 2022

Article Views: 1142

Article Downloads: 861

Open Access References How to cite this article