Title : The Effect of GeoGebra Classic 6 Software on First-Year Students’ Graphing Skills of Hyperbola Functions and Confidence in Lusaka District

Vol 5 No 2 (2022): Volume 05 Issue 02 February 2022

Article Date Published : 14 February 2022 | Page No.: 406-417 | Google Scholar | Crossref doi for this article

Abstract :

This study investigated the effect of GeoGebra Software Classic 6 on first-year students’ graphing skills of Hyperbola Functions and confidence in Lusaka district. Quasi-experimental was used in the study, that is, pre-test post-test control group design. The research sample consisted of two first-year students lecture groups. The study comprised an experimental group (n=25) and a control group (n=25) first-year students studying MAT 101 (Foundation Mathematics) at one institution in Lusaka district. First-year students in the experimental group were taught using GeoGebra Software Classic 6 and those in the control group were taught using traditional teaching methods. A Hyperbola Function Achievement Test (HFAT) and a 5-point Likert Scale confidence questionnaire was used to assess the effect of GeoGebra Software Classic 6 on First-year students’ confidence on how to graph Hyperbolic Functions. An independent samples t-test was used to compare academic achievement of the two groups at 95% confidence level. Confidence in handling Hyperbolic Functions was analysed using descriptive statistics (mean). The findings showed that GeoGebra Software Classic 6 had a positive effect on first-year students’ graphing skills in Hyperbolic Functions . The study also revealed that GeoGebra Software Classic 6 allowed male and female First-year students to learn how to graph Hyperbolic Functions at the same level and this led to a conclusion that GeoGebra Software Classic 6 is not discriminatory and effects positively on gender. The confidence results indicated that first-year students’ confidence on how to graph Hyperbolic Functions was enhanced more in the experimental group compared to the control group with confidence mean of  and respectively. In view of these findings, lecturers of mathematics are advised to utilize the graphing application GeoGebra Software Classic 6 in their lecture theatres. Additionally, lecturers of mathematics in Higher Learning of Institutions should be encouraged to use GeoGebra Software Classic 6 in the teaching of how to graph Hyperbolic, Parabola, and Ellipse Functions.

Keywords :

Confidence, GeoGebra Software Classic 6, Graphing skills, Hyperbola Functions

References :

  1. Cohen, L., Manion, L. and Morrison, K. (2004). Research Methods in Education 5th edition. New York: Routledge Falmer.
  2. Collins, C.S. and Stockton, C.M. (2018). The central role of theory in qualitative research. International Journal of Qualitative Methods, 17(1), p.1609406918797475.
  3. Creswell, J.W. 2012. Educational Research: planning, conducting, and evaluating quantitative and qualitative research 4th Edition. Boston: Pearson.
  4. Cubukcuoglu, B. (2013). Factors enabling the use of technology in subject teaching. International Journal of Education and Development using Information and Communication Technology, 9(3), 50-60.
  5. Darling-Hammond, L., Zielezinski, M. B., & Goldman, S. (2014). Using technology to support at-risk students’ learning. Alliance for Excellent Education, Washington DC.
  6. Demir, O. 2012. Students’ Concepts Development and understanding of Sine and Cosine Functions. Amsterdam: University of Amsterdam.
  7. Hohenwarter, M. & Jones, K. (2007). Ways of linking geometry and algebra: the case of Geogebra. Proceedings of the British Society for Research into Learning Mathematics, 27, (3), 126-131.
  8. IBM Corp. (Released 2019). IBM SPSS Statistics for Windows, Version 26.0. Armonk, NY: IBM Corp.
  9. Jenkin, A., van Zyl, M. `& Scheffler, C. (2015). Siyavula Grade 11 Learner’ book. Pretoria: Department of Basic Education.
  10. Karadag, Z., & McDougall, D. (2011). GeoGebra as a cognitive tool: Where cognitive theories and technology meet. In L. Bu & R. Schoen (Eds.), Model- centered learning: Pathways to mathematical understanding using GeoGebra (pp. 169–181). Rotterdam, The Netherlands: Sense Publishers.
  11. Kepceoğlu, I. & Yavuz, l. (2016). Teaching a concept with GeoGebra: Periodicity of trigonometric functions. Educational Research and Reviews, 11(8), 573-581.
  12. Lefebvre, S., Deaudelin, D., & Loiselle, J. (2006). ICT implementation stages of primary school teachers: The practices of conceptions of teaching and learning, (pp. 27-30). Paper presented at the Australian Association for Research in Education National Conference, Adelaide, Australia.
  13. Lester, P. M. (2013). Visual Communications: Images with Messages. 6th ed. Boston: Wadsworth Cengage Learning.
  14. Ljajko, E., & Ibro, V. (2013). Development of Ideas in a GeoGebra-Aided Mathematics Instruction. Online Submission, 3(3), 1-7. doi.org/10.13054/mije.si.2013.
  15. MESVTEE, (2013). Zambia Education Curriculum Framework, Ministry of Education. Lusaka: Curriculum Development Centre.
  16. Mills, S.C. (2006). Using the Internet for Active Teaching and Learning. New Jersey: Pearson Education.
  17. Mohamed, M., & Guandasami, W. A. (2014). The Influence of Peer-to-Peer Social Networks and Computer Supported Collaborative Learning (CSCL) in Mathematics. Proceeding of the International Conference on Computing Technology and Information Management, Dubai, UAE.
  18. Muir-Herzig, R. G. (2004). Technology and its impact in the classroom. Computers & Education, 42(2), 111-131. doi.org/10.1016/S0360-1315(03)00067-8.
  19. Naidoo, J., and Govender, R. (2014). Exploring the use of a dynamic online software.
  20. NCTM (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
  21. Ogbonnaya, U. I. (2010). Improving the teaching and learning of parabolic functions by the use of information and communication technology (ICT). African journal of research in Mathematics, Science and technology education, 14(1), 49-60. doi.org/10.1080/10288457.2010.10740672.
  22. Pfeiffer, C. (2017). A study of the development of mathematical knowledge in a geogebra-focused learning environment (Doctoral dissertation, Stellenbosch University, Stellenbosch, South Africa).
  23. Rajagopal, S., Ismail, Z., Ali, M., & Sulaiman, N. (2015). Attitude of secondary students towards the use of GeoGebra in learning loci in two dimensions. International Education Studies, 8(13), 27-32.
  24. Ross, J. A., Bruce, C. D., & Sibbald, T. M. (2011). Sequencing computer-assisted learning of transformations of trigonometric functions. Teaching Mathematics and Its Applications, 30(3), 120-137. org/10.1093/teamat/hrr009.
  25. Shadaan, P., & Leong, K. E. (2013). Effectiveness of Using GeoGebra on Students’ Understanding in Learning Circles. Malaysian Online Journal of Educational Technology, 1(4), 1-11.
  26. Stiff, L., (2001). Constructivist mathematics and unicorns (President’s Message). NCTM News Bulletin July/August, 3.
  27. Van Woudenberg, W.J.J., 2017. Finding Better Tools for Mathematics Education: GeoGebra as a Possible Replacement for the Graphing Calculator (Master’s thesis).
  28. Vygotsky, L. (1986). Thought and Language. Cambridge, MA, IT Press.
  29. Zengin, Y., & Tatar, E. (2017). Integrating dynamic mathematics software into cooperative learning environments in mathematics. Journal of Educational Technology & Society, 20(2), 74-88.
  30. Zengin, Y., Furkan, Z., & Kutluca, T. (2012). The effect of dynamic mathematics software GeoGebra on student achievement in teaching of trigonometry. Procedia-Social and Behavioral Sciences, 31, 183-187. http://doi.org/10.1016/j.sbspro.2011.12.038.
  31. Zulu, J. & Nalube, P.P. (2019). Learners’ Problem-Solving Processes in Calculus at Grade 12 Level: A case study of Selected Secondary Schools in Lusaka District of Zambia. Zambia Journal of Teacher Professional Growth (ZJTPG), Vol, 5, 2, 2019, pp.77-98, ISSN 2308-2178.
  32. Zulu, J., Mphande, F., Nyimbili, F., Mulenga, G., Changwe, R., & Chisowa, D. (2021). Exploring Students’ Difficulties in Solving Application of Integral Problems in Selected Zambian Colleges of Education. International Journal of Humanities Social Sciences and Education (IJHSSE), vol 8, no. 9, 2021, pp. 11-18. doi: https://doi.org/10.20431/23490381.0809002.
  33. Zulu, J., Nachiyunde, K., Nalube, P.P., & Masaiti, G. (2021). Improving Problem Solving Skills in Calculus among the Grade 12 Learners’ in Selected Public Secondary Schools in Lusaka District, Zambia. International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-11, pp.432-438 November 2021 URL: https://www.rsisinternational.org/journals/ijriss/Digital-Library/volume-5-issue-11/432-438.pdf.
  34. Zulu, J., Nalube, P.P., Changwe, R., & Mbewe, S. (2021). The Challenges and Opportunities of Using ZOOM App in the Teaching and Learning of Mathematics in Higher Education Institutions (HEIs) During COVID-19 Pandemic: Lecturers’ and Students’ Perspective. International Journal of Research and Innovation in Applied Science (IJRIAS) volume-6-issue-7, pp.92-101 July 2021 URL: https://www.rsisinternational.org/journals/ijrias/DigitalLibrary/volume-6-issue- 7/92-101.pdf.

How to Cite :

The Effect of GeoGebra Classic 6 Software on First-Year Students’ Graphing Skills of Hyperbola Functions and Confidence in Lusaka District. Julius Zulu, Kabunga Nachiyunde (PhD), Patricia P. Nalube (PhD), Gardner Mwansa (PhD, 5(2), 406-417. Retrieved from https://ijcsrr.org/single-view/?id=5174&pid=5101

Most read articles by the same author(s)

Julius Zulu, Kabunga Nachiyunde (PhD), Patricia P. Nalube (PhD), Gardner Mwansa (PhD),

View

215

Citation

Downloads

Article Details