EFFECT OF GEOGEBRA-BASED INSTRUCTION ON STUDENTS’ ACHIEVEMENT AND INTEREST IN GEOMETRY AMONG SECONDARY SCHOOL STUDENTS IN MINNA METROPOLIS, NIGER STATE, NIGERIA

Abstract

This study investigated the effect of GeoGebra-based instruction on students’ achievement and interest in geometry among secondary school students in Minna Metropolis, Niger State, Nigeria. A quasi-experimental pretest–posttest non-equivalent control group design was adopted. The sample comprised 120 Senior Secondary School II (SS II) students selected from four public secondary schools using purposive and random sampling techniques. Two instruments were used for data collection: Geometry Achievement Test (GAT) and Geometry Interest Inventory (GII). The instruments were validated by experts and yielded reliability coefficients of 0.82 and 0.86 respectively using Cronbach’s Alpha. The experimental group was taught using GeoGebra-based instruction, while the control group was taught using the conventional method for six weeks. Mean and standard deviation were used to answer research questions, while Analysis of Covariance (ANCOVA) was used to test hypotheses at 0.05 level of significance. The findings revealed that students taught with GeoGebra performed significantly better and showed higher interest in geometry than those taught with the conventional method. It was concluded that GeoGebra-based instruction enhances students’ conceptual understanding and stimulates interest in geometry. The study recommended the integration of GeoGebra into mathematics teaching in Nigerian secondary schools.