The Effectiveness of Using the Geometer’s Sketchpad to Enhance TVET College Level 4 Students’ Understanding of Circle Geometry

Abstract

The integration of technology in the instructional process has been at the centre of attention in mathematics classrooms since the outbreak of the novel coronavirus (Covid-19) which was declared a global pandemic on 11 March 2020. This article reports on a study that used a quasi-experimental design to investigate the effectiveness of using the Geometer’s Sketchpad (GSP) to enhance Technical Vocational Education and Training (TVET) college Level 4 students’ understanding of circle geometry. Using quantitative research methods, random sampling was used to select a sample of 70 participants from a population of 133 TVET college Level 4 mathematics students. The participants were randomly divided into an experimental and a control group. This article hinges on Lev Vygotsky’s concept of the zone of proximal development (ZPD) for learning as a potential solution in enhancing circle geometry instructional practices. Pre-test and post-test instruments consisting of 10 multiple choice questions and 10 problem-solving questions on tangents, chords and proofs were used to gather the data. The data was then analysed using inferential statistics in which the SPSS version 27 determined the statistically significant difference between the experimental and control groups. The findings indicated a significant increase in the experimental group’s understanding of properties of tangents using the GSP. Further, the questionnaire participants revealed that using the GSP enabled an engagement based on the principles of cooperative and collaborative learning. Therefore, the researchers recommend the use of the GSP within the TVET college sector, among students with limited circle geometry knowledge who intend to further their studies in geometry-related courses.