GeoGebra-supported learning and secondary school students' motivation for learning geometry

Abstract

Technology-based geometry instruction is a strategy for teaching geometry that can encourage students to associate real-life situations with geometrical concepts. Technology-assisted instruction is considered beneficial; however, its impact on motivation is up for debate. In light of this, a quasi-experimental, non-equivalent research design was conducted in Shambu Secondary -Schools, East Wollega Zone of Oromia Regional State, Ethiopia, to investigate GeoGebra-supported learning on students' motivations towards learning geometry. Three instructional approaches were used: the GeoGebra-supported convectional method (GSCM), the GeoGebra-supported collaborative method (GSCOM), and the conventional method (CM) established for this purpose. Three schools were purposefully selected and randomly sampled into one control group and two experimental groups. For ten weeks of learning, experimental group I was instructed in (GSCOM) (n = 42), and experimental groups II were instructed in (GSCM) (n = 42), while the control group was (n = 44). The components of the pre- and post-motivation Likert scale questionnaire, including intrinsic, extrinsic, task value, and self-efficacy, were used to collect data from 128 students. The data was analyzed by paired sample t-tests, Scheffe's postdoc test, and ANOVA. The study's findings indicated that there is a significant mean variation in the three groups' students' motivation for studying geometry. This indicates that secondary school students exposed to the GSCOM had better motivation than others exposed to the GSCM and CM toward learning geometry. Based on the results, it was recommended that secondary school mathematics teachers better use these potential approaches to improve their students’ motivation to learn geometry.