Abstract
This study investigated the effect of GeoGebra Software Classic 6 on first-year students’ graphing skills of Hyperbola Functions and confidence in Lusaka district. Quasi-experimental was used in the study, that is, pre-test post-test control group design. The research sample consisted of two first-year students lecture groups. The study comprised an experimental group (n=25) and a control group (n=25) first-year students studying MAT 101 (Foundation Mathematics) at one institution in Lusaka district. First-year students in the experimental group were taught using GeoGebra Software Classic 6 and those in the control group were taught using traditional teaching methods. A Hyperbola Function Achievement Test (HFAT) and a 5-point Likert Scale confidence questionnaire was used to assess the effect of GeoGebra Software Classic 6 on First-year students’ confidence on how to graph Hyperbolic Functions. An independent samples t-test was used to compare academic achievement of the two groups at 95% confidence level. Confidence in handling Hyperbolic Functions was analysed using descriptive statistics (mean). The findings showed that GeoGebra Software Classic 6 had a positive effect on first-year students’ graphing skills in Hyperbolic Functions . The study also revealed that GeoGebra Software Classic 6 allowed male and female First-year students to learn how to graph Hyperbolic Functions at the same level and this led to a conclusion that GeoGebra Software Classic 6 is not discriminatory and effects positively on gender. The confidence results indicated that first-year students’ confidence on how to graph Hyperbolic Functions was enhanced more in the experimental group compared to the control group with confidence mean of and respectively. In view of these findings, lecturers of mathematics are advised to utilize the graphing application GeoGebra Software Classic 6 in their lecture theatres. Additionally, lecturers of mathematics in Higher Learning of Institutions should be encouraged to use GeoGebra Software Classic 6 in the teaching of how to graph Hyperbolic, Parabola, and Ellipse Functions.
Highlights
On the advent of independence in the 1960s, many African nations revamped their school curricula with a view to satisfy the aspirations of their citizens (MOE, 1992, 1996)
One of the notable recent change in the 2013 revised O-level Mathematics Syllabus and the revised 2013 Curriculum Framework that has responded to the Zambian Educational Policy “Educating Our Future” document and the National Council of Teachers of Mathematics (NCTM) is the advocacy of making problem solving and problem solving strategy as a priority in everyday instruction (MESVTEE, 2013, p. x; MoE, 1996; NCTM, 1989, 2000, 2014)
We studied the Mathematics examiners‟ reports of the Examination Council of Zambia for Senior Secondary Certificate from 2016 to 2020
Summary
On the advent of independence in the 1960s, many African nations revamped their school curricula with a view to satisfy the aspirations of their citizens (MOE, 1992, 1996). Recent changes to the revised O-level Mathematics Syllabus and the Revised Curriculum Framework were made in 2013 to align the two important documents to the current trends in the Zambian Education System (MESVTEE, 2013; ECZ, 2016). These changes did give birth to the 2013 revised O-level Mathematics Syllabus 2013 and the 2013 revised Curriculum Framework in Zambia and gave birth to assessment, perspective, and stress on skills and values (MESVTEE, 2013; ECZ, 2016). One of the notable recent change in the 2013 revised O-level Mathematics Syllabus and the revised 2013 Curriculum Framework that has responded to the Zambian Educational Policy “Educating Our Future” document and the National Council of Teachers of Mathematics (NCTM) is the advocacy of making problem solving and problem solving strategy as a priority in everyday instruction Gurus on problem solving and strategy like Polya (1945) argued that problem solving and strategy helps students to apply the learnt knowledge in the classrooms to their real-life situations
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Current Science Research and Review
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
