The effect of GeoGebra on academic achievement in geometric place

Abstract

This study deals with the effect of GeoGebra, one of the dynamic mathematics software, on high school students in learning the subject of geometrical place and the relationship of this effect with the socio-demographic characteristics of the students. The study was carried out with 12th grade students at a private high school located in Çankaya, Ankara. The assignments of the students included in the research to the experimental and control groups were made randomly, and the subject of geometric place was taught to the control group using traditional methods and to the experimental group using GeoGebra software. There were a total of 31 students, 12 girls and 19 boys, in the experimental group, and a total of 32 students, 14 girls and 18 boys, in the control group. "Personal Information Form" and "Achievement Test" prepared by the researcher were used in the research. In the Achievement Test applied as a pre-test, no statistically significant difference was found between the success means of the experimental group and the control group. In the Achievement Test applied as a post-test, a statistically significant difference was found between the experimental group and control group means in favor of the experimental group. On the other hand, a significant difference was observed between the pre-test and post-test in both the experimental group and the control group. In the analysis of the sub-problem of the research, there was a significant difference in the success mean of the experimental group according to the gender variable, but no significant difference was observed in the mean of success in the control group.