Instructional use of Geometer’s Sketchpad and students geometry learning motivation and problem-solving ability

Abstract

This study investigated Geometer’s Sketchpad (GSP) supported instruction and students’ geometry learning motivation and problem-solving ability (PSA). A pre-/post-test quasi-experimental design with non-equivalent comparison groups was used on two intact groups of grade 9. An instruction of four weeks’ duration was given to the intervention group. The motivation measuring questionnaire, self-efficacy measuring questionnaire, effort measuring questionnaire, and PSA measuring questions were used to collect data. The internal consistency reliability was above 0.8 for each questionnaire. Paired and independent sample t-tests, ANOVA, and regression analysis were used. Findings indicated a statistically significant difference between the intervention and comparison groups and achiever levels after the treatment in both motivation and PSA, and a high correlation was observed between motivation and problem-solving. Components of motivation significantly accounted for both motivation and PSA. The use of GSP-supported instruction is recommended to improve students’ motivation and problem-solving abilities.

The effect of inquiry based technology integration on conceptual and procedural geometry knowledge of preservice mathematics teachers

“…To this effect, the study revealed that PSMTs who taught geometry using the TGIBL approach outperformed both PSMTs who were taught using the GIBL and conventional methods of instruction on attaining geometry conceptual and procedural knowledge. This study supported previous research findings by Yusuf and Afolabi (2010), Zulnaidi and Zakaria (2012), Donevska-Todorova (2015), Murni and Jehadus (2019), Salifu et al (2020), Tezer andCumhur (2017), Cesaria and Herman (2019), Yimer (2020), and Kotu and Weldeyesus (2022), in which learners taught using computer-based instruction outperformed those taught using non-computer-based instruction.…”

“…Furthermore, GSP has a positive impact on learner learning outcomes in geometry, algebra, precalculus and calculus (Adelabu et al, 2019;Arbain & Shukor, 2014;Kotu & Weldeyesus, 2022;Zulnadi & Zamri, 2017). In her class of discrete mathematics, Quinn (1997) discovered that GSP is a crucial teaching tool for graph theory and PSMTs were able to verify or disprove certain graphstheory concepts.…”

Students’ motivation to study science: The case of Arab students in Israel

“…Moreover, studies reported that students' ability to perform scientific activities affected their learning motivation and vice versa. Motivation improves students' ability to solve problems (Kotu & Weldeyesus, 2022). On the other hand, a positive relationship was found between the two constructs (Debacker & Nelson, 2000).…”