GeoGebra-aided instruction and geometry learning achievement among undergraduate students in colleges of education, Ghana

Abstract

In colleges of education in the Volta Region of Ghana, the study looked at how well GeoGebra-assisted lessons advanced undergraduate students' learning achievement in geometry. The study used a non-equivalent control group pre-test post-test quasi-experimental research design. It was based on two study questions and two hypotheses, and it involved two intact classes. A simple random selection method was used to choose a sample size of 73 undergraduate students. Geometry Achievement Test (GAT), a validated instrument, was used to gather data on student learning achievement. The reliability coefficient of GAT was calculated using the Kuder-Richardson formula 21 and was found to be 0.87. The analysis of covariance (ANCOVA) was used to test the hypotheses at the 0.05 level of significance and the mean and standard deviation were utilised to answer the study's questions. The results of the study showed that undergraduate students who learnt geometry through diagram-aided instruction (DAI) fared less well than those who did so with GeoGebra-aided instruction (GAI). The study's findings confirmed that there is no significant difference in learning achievement between undergraduate male and female students in GAI. As a result, it is advised, among other things, that the GAI be used to teach geometry to students in Ghanaian educational institutions.