Fostering spatial visualization in GeoGebra-assisted geometry lesson: A systematic review and meta-analysis

Abstract

Lots of empirical studies regarding the cultivation of spatial visualization in geometry lesson by utilizing GeoGebra software have been increasingly carried out, at least in two last decade. Of these studies, however, it can be revealed that there is a real existence of an inconsistent effect of GeoGebra-assisted geometry lesson on spatial visualization. Consequently, current study examines the overall effect of GeoGebra-assisted geometry lesson on spatial visualization, and some substantial factors that differentiate students’ spatial visualization. To perform this study, a systematic review using meta-analysis was applied whereby the random effect model was selected to estimate the effect size calculated by the Hedges’ equation. 33 eligible documents published in the period of 2010-2022 were included as the data in which those generated 40 units of effect size and involved 2,739 students. Several tests, such as Z, Q Cochrane, fill and trim, and funnel plot were performed to analyse the data. The results of this study revealed that the use of GeoGebra in geometry lesson had positive strong effect on spatial visualization (g=1.070; p˂0.001), and significantly cultivated students’ spatial visualization. Additionally, in GeoGebra-assisted geometry classroom, a few of substantial factors, such as educational level and participant significantly differentiated students’ spatial visualization, whereas there was no adequate evidence to show that class capacity and intervention duration. This current study implies that mathematics lecturers or teachers can use GeoGebra as one of teaching tools in geometry lesson, and consider students’ educational level and students’ characteristics as participants in implementing it to cultivate spatial visualization.