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4.

Introduction

Descriptive statistics was used to compute the t-value of both the control group and experimental group using SPSS. The mean and standard deviation for the scores in the beginning and the end of the research for both control and experimental group were compared to compute their t-values whether the scores at the beginning and the end of research is significantly different.

4.1

The Achievement Test

Table 1 Mean, Standard Deviation and t-values for both groups

Group pretest control group experimental group posttest control group experimental group p < 0.05

N 11 11 11 11

Mean 53.45 54.54 53.90 60.00

Std. Deviation 5.78 4.69 5.35 3.46

Std. Error Mean

t- values

1.74 -0. 48 1.41 1.61 -3. 16 1.04

The result shows that the experimental group has a pre test mean score of 54.54 (standard deviation of 4.69) compared to the control group that has a pre test mean score of 53.45 (standard deviation of 5.78). The results showed that there was no significant mean difference between the experimental group and the control group with respect to the pre- test.

In the post test the experimental group has mean score of 60.00 (standard deviation of 3.46) compared to the control group that has a post test mean score of 53.90 (standard deviation of 5.35). The results showed that there was significant mean difference between the experimental group and the control group with respect to the post- test.

4.2

The GeoGebra Perception Test

i) SD- Strongly Disagree ii) D-Disagree iii) NS- Not Sure iv) A- Agree v) SA- Strongly Agree

Table 2; Section B: Students perception on the usage (Frequency, Percentage)

of the GeoGebra

No

Statement The GeoGebra is easy to use. The GeoGebra can give accurate answers. The GeoGebra helps to visualize I can draw and construct geometry shapes easily with GeoGebra

SD 1 (9.1%) 1 (9.1%) 2 (18.3%) 1 (9.1%)

D 1 (9.1%) 1 (9.1%) 0 (0%) 1 (9.1%)

NS 6 (54.5%) 3 (27.3%) 1 (9.1%) 4 (36.4%)

A 2 (18.2%) 5 (45.5%) 6 (54.5%) 4 (36.4%)

SA 1 (9.1%) 1 (9.1%) 2 (18.2%) 1 (9.1%)

1 2 3 4

In the section B, there are four questions (Question 1, 2, 3 and 4) that required the students evaluation on the usage of GeoGebra. In the area of GeoGebra usage, 54.5% of the respondents not sure whether the GeoGebra is easy to use and, 18.2 % agreed that GeoGebra is easy to use. However, 9.1 % respectively strongly did not agree and did not agree that GeoGebra can give accurate answers. 54.5% respectively agreed that GeoGebra helps to visualize and 18.2 % also agreed that GeoGebra helps to visualize. Furthermore, 36.4% of respondents agreed and 36.4% also not sure if they can draw and construct geometry shapes easily with the help of GeoGebra.

The next category was based on the whether using GeoGebra could help in the understanding of Geometrical Constructions topics.

Table 3; Section C: Students perception on how GeoGebra helps the understanding Geometrical Constructions (Frequency, Percentage)

No

Statement GeoGebra helps me to understand the topics more easily I did not find the topic difficult to learn I understand my lessons better when using GeoGebra compared to just using the textbook The Geometry concept is easy to understand with GeoGebra

SD

NS

SA

5 6

1 (9.1%) 3 (27.3%) 2 (18.2%) 2 (18.2%)

1 (9.1%) 1 (9.1%) 1 (9.1%) 1 (9.1%)

2 (18.2%) 2 (18.2%) 4 (36.4%) 3 (27.3%)

5 (45.5%) 4 (36.4%) 3 (27.3%) 4 (36.4%)

2 (18.2%) 1 (9.1%) 1 (9.1%) 1 (9.1%)

In the section C, there are four questions (Question 5, 6, 7 and 8) that required the students evaluation on how GeoGebra helps the understanding of geometrical constructions topic. 45.5% of the respondents agreed that GeoGebra help them to understand the topics more easily, 18.2 % were not sure and strongly agreed, also 9.1% of the respondents were strongly did not agree and agree. Besides that, 36.4% were agreed, 27.3% were did not agree that they did not find the topic difficult to learn. However, 36.4% were not sure if they understand the lessons better when using GeoGebra compared to just using the text book. In addition, 36.4% of the respondents were agreed that the Geometry concept is easy to understand with GeoGebra.

The next category was based on the whether using GeoGebra could enhance their self confidence in problem solving and their affection to communicate when using the GeoGebra. In the section D, there are 6 questions ( Questions 9, 10, 11, 12, 13 and 14).

Table 4; Section C: Students perception on their self confidence in problem solving and their affection to communicate when using the GeoGebra (Frequency, Percentage)

No

Statement I look forward to my mathematics class. I enjoyed learning this topic. I am interested in the things I learned in this topic I made real effort in learning this topic because I wanted to be one of the best.

SD 2 (18.2%) 1 (9.1%) 2 (18.2%)

D 0 (0%) 1 (9.1%) 1 (9.1%)

NS 1 (9.1%) 2 (18.2%) 2 (18.2%)

A 7 (63.6%) 4 (36.4%) 5 (45.5%)

SA 1 (9.1%) 3 (27.3%) 1 (9.1%)

9 10 11

1 (9.1%)

1 (9.1%)

3 (27.3%)

5 (45.5%)

1 (9.1%)

12

13

I scored high marks for this topic

1 (9.1%)

1 (9.1%)

3 (27.3%)

4 (36.4%)

2 (18.2%)

14

I get to interact with both my teachers and friends when I use GeoGebra

2 (18.2%)

1 (9.1%)

0 (0%)

5 (45.5%)

3 (27.3%)

For Question 9, 63.6% agreed that they look forward to their mathematics class, however 18.2% of the respondents were strongly disagreed that they look forward to their mathematics class. In addition for the Question 10, they were asking if they were enjoying to learn about this topic. 36.4% of them agreed, 27.3% strongly agreed and only 9.1% strongly disagreed and agreed.

For the Question 11 inquired if they were interested in the things that they learned in this topic. Therefore, 45.5% agreed and 18.2% not sure and strongly disagreed. Responses to Question 12, 45.5% agreed that they made real effort in learning this topic because they wanted to be the best and 27.3% of them did not sure. Question 13 were asking if they scored high marks for this topic, so 36.4% agreed and 27.3% were not sure about it. For the last question, 45.5% agreed and 27.3% strongly agreed that they get to interact with both teacher and friends while using GeoGebra.

In the summary, the study concludes that most of students who used the GeoGebra found that learning geometrical constructions had become more exciting. In addition, their understanding of the geometrical constructions also improved and will be more if they are giving more time to explore the software. Despite of lacking time while doing the research, researcher could see the positive attitude of the students toward learning geometrical constructions.

4.3

Discussion

A comparison of the pre-and post-test means of the students indicates that the treatment resulted in marked improvement in their performance in geometrical contructions topic for the experimental group. Similarly, the significant differences in the results of the post-test indicated that overall the students in the experimental group performed better than the students in the control group. Also when the two classes of students answers and their written explanations in the achievement test were deeply analyzed, it is seen that the students in the experimental group acquired conceptualisation of geometrical constructions better than control group.

From the results obtained, GeoGebra has the potential to create learning need, by stimulating situations in which current knowledge is inadequate in solving a problem. The significant differences in the results of the post-test indicated that GeoGebra affords generality of concepts and reveal mathematical structures with efficiency, unlike paper and pencil scenarios.

Besides that, GeoGebra has facilitated to the students better understanding of the geometric concepts thought. Working in this environment helped students build increasingly sophisticated mental models for thinking about geometric concepts. Such work also encouraged and supported students development and understanding of the property-based conceptual system used in geometry. The dynamic instructional environment involved students as conceptualising participants, not massive spectators in the process of doing geometry. These findings support the findings of previous studies (Battista, 2002; Chazan, 1988; Choi-Koh, 1999; Dixon, 1997; Kakihana and

Shimizu, 1994; Yusuf, 1991). These finding can support the question of

how

GeoGebra can be used as a tool in order to enhance the higher order thinking skills.

To answer the question on how do students react to the use of GeoGebra in geometry class and what are the effects of GeoGebra towards students attitudes in mathematics can be obtained from the GeoGebra Perception Test. GeoGebra provides a variety of representations and technical utilities that can be used to engage students to learn, organize, and remediate their knowledge of mathematics. It was showed that GeoGebra has many possibilities to help students to get an intuitive feeling and to visualize adequate math process. The use of this softwares tools allows students to explore a wider range of function types, and provides students to make the connections between symbolic and visual representations. However, the lack of time for the students to explore the software might be the main issues.

Technology is promoted and effective tool to teach and learn geometry. When technology is used appropriately, it can provide a rich environment in which students geometric understanding and intuition can be developed (NCTM, 1989). Calculators and computers with appropriate software transform the mathematics classroom into a laboratory much like the environment in many science classes, where students use technology to investigate, conjecture, and verify their findings (NTCM, 1989).

Geometry is one of the important areas of mathematics over the world. Geometry provides experiences that help students develop understanding of shapes and their properties. It enables students to solve relevant problems and to apply geometric properties to real-world situations. National Council of Supervisors of

Mathematics endorsed that geometry was one of the ten proposed basis skill areas (NCSM, 1976) and is indeed a basic skill that should be taught to students of all ability levels (Sherard, 1981).

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