The Cognitive and Non-Cognitive Effects of Geogebra Integration

Abstract

Geogebra was known as an interactive mathematics software and environment that supported a variety of mathematical activities, making it ideal for learning and teaching Science, Technology, Engineering, and Mathematics (STEM). The study investigated the integration of geogebra into a geometry curriculum and its effects on cognitive and non-cognitive aspects. Using mixed-method research, the study examined the impact of geogebra on student test performance, engagement, and motivation. The research participants were BSED mathematics students enrolled in plane and solid geometry. The respondents were chosen without using a random selection procedure. An adapted questionnaire was used to assess the level of mathematics engagement and motivation, while a researcher-created questionnaire was used to assess the level of test performance. The quantitative part utilized the mean, percentage, Wilcoxon-signed ranked scale, and Spearman rank-order correlation. Jack Caulfield's six-step thematic analysis was used to assess the qualitative aspect. The findings indicated that incorporating geogebra benefited student engagement and test performance; however, students' motivation remained the same. The data also revealed a positive relationship between engagement and motivation and a non-significant correlation between engagement and test performance, as well as motivation and test performance. The study showed that students encountered various challenges when using geogebra. The use of the proposed enhancement of technology-aided instruction to improve geometry teaching and learning was suggested. Finally, this study provided evidence that geogebra could effectively be used to increase student engagement and motivation.