The effect of dynamic geometry software use for teaching and learning Grade 11 circle geometry

Abstract

Background: Dynamic digital technologies (DDTs) are having an impact on children’s learning because they have the ability to improve learning while also addressing the issue of lack of interest and motivation. DDTs can also serve as a viable solution to the current crisis state of mathematics education in South Africa.

Aim: The study examined how using GeoGebra dynamic geometry software in the teaching and learning of circle geometry in Grade 11 affected learners’ performance as well as their experiences.

Setting: Eighty mathematics learners in Grade 11 participated in the study: 40 each in the experimental and control groups.

Methods: The explanatory mixed methods research design was employed for this study, which comprised an experimental and control group design, wherein the experimental group was taught using GeoGebra activities, a control group was taught using a traditional approach (quantitative) and focus group discussions were conducted to gather students’ narratives about GeoGebra use (qualitative).

Results: The study’s findings demonstrated that following the use of GeoGebra software for instruction, there were statistically significant differences between the experimental and control groups with t = 4.1762, p = 0.000077 and a Cohen’s d = 1.096277, which connotes a significant effect size as it is more noteworthy than the 0.8 thresholds.

Conclusion: The study concluded that when learners are taught using GeoGebra software instead of traditional teaching methods, they seem to perform better academically in circle geometry and enjoy learning mathematics more.

Contribution: This study contributes to improving the quality of mathematics education by leveraging technology to enhance learning experiences and outcomes.