The Development of Mathematical Achievement in Analytic Geometry of Grade-12 Students through GeoGebra Activities
Muhammad Khalil 1 * , Rahmat Ali Farooq 1, Erdinç Çakıroğlu 2, Umair Khalil 3, Dost Muhammad Khan 3
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1 Northern University Nowshera, Nowshera, PAKISTAN
2 Orta Dogu Teknik Universitesi, Ankara, TURKEY
3 Department of Statistics, Abdul Wali Khan University, Mardan, PAKISTAN
* Corresponding Author

Abstract

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.

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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

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

EURASIA J Math Sci Tech Ed, 2018 - Volume 14 Issue 4, pp. 1453-1463

Publication date: 21 Jan 2018

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Article Downloads: 714

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