Effect of mathematical software on senior secondary school students’ achievement in geometry

Abstract

In spite of the numerous benefits of geometry to the learners, there has been an abysmal achievement of students in the concept. Could it be that an appropriate teaching strategy is not used in teaching the concept to the students? This quasi-experimental research design was carried out using non-randomised pretest and posttest group. To ascertain the achievement of high school students using mathematical software in geometry class. David kolb’s experiential theory of learning was used as an underpinning theory. From the total of 12,308 high school students in Benue state Nigeria, 457 sample was drawn for the study. Test of hypotheses was done using Analysis of Covariance (ANCOVA) at 0.05 level of significance, whereas Mean and Standard Deviation were used to answer the questions in the research. The findings of the research show that students in the experimental group outperformed those in the control group, with a Mean score of 68.94 versus 58.45. The study findings also showed a statistically difference in the achievement and there were no gender disparities in both groups. The study concluded that mathematical softwares improved students’ achievement, hence, recommended that teachers should adopt mathematical software in the teaching of geometrical constructions and other mathematical concepts for students’ high achievement.