Effect of Visual Manipulatives on Junior Secondary School Students’ Interest and Achievement in Geometry.
Keywords:
Virtual Manipulatives, Geometry Education, Student Interest, Student Achievement, Mathematics EducationAbstract
The research investigated the impact of virtual manipulatives on the interest and academic performance of junior secondary school pupils in geometry. The research used a quasi-experimental approach, informed by two research questions and two hypotheses. The study population consists of 1,375 JSS3 pupils. A sample of 120 intact JSS3 pupils was used. The instruments used for data collection were the Geometry Interest Inventory (GII) and the Geometry Achievement Test (GAT), both of which received validation from specialists in measurement and assessment. A reliability index of 0.76 for GII was determined using Cronbach's alpha, whereas GAT exhibited an index coefficient of 0.81, estimated by Kuder-Richardson (KR-20). Descriptive statistics, including mean and standard deviation, were used to address research issues, while hypotheses were evaluated using ANCOVA at a significance level of 0.05. ANCOVA was used to account for individual variations in the covariate attributable to the intact class. The study's results indicated that the use of virtual manipulatives in geometry instruction enhances students' interest in mathematics and elevates their academic performance. It was proposed that mathematics instructors use virtual manipulatives to enhance student engagement and increase academic performance in mathematics.
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