American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: http://www.sciepub.com/journal/education Editor-in-chief: Ratko Pavlović
Open Access
Journal Browser
Go
American Journal of Educational Research. 2016, 4(15), 1116-1119
DOI: 10.12691/education-4-15-10
Open AccessArticle

The Geometer’s Sketchpad: A Technological Tool Enhancing Junior High School Students’ Mathematics Achievement, Attitude towards Mathematics and Technology

Dennis B. Roble1,

1Department of Mathematics Education, Mindanao University of Science and Technology, Cagayan de Oro City, Philippines

Pub. Date: October 11, 2016

Cite this paper:
Dennis B. Roble. The Geometer’s Sketchpad: A Technological Tool Enhancing Junior High School Students’ Mathematics Achievement, Attitude towards Mathematics and Technology. American Journal of Educational Research. 2016; 4(15):1116-1119. doi: 10.12691/education-4-15-10

Abstract

The objective of this study was to determine the effect on the levels of junior high school students’ attitude towards mathematics and technology as well as their mathematics achievement after being exposed to geometry activities using the dynamic software, the Geometer’s Sketchpad. Data collected were analyzed using mean, percentage, standard deviation and t-test for paired observations. Results revealed that junior high school students’ attitude towards mathematics and technology gained a relative increase as influenced by the usage of the Geometer’s Sketchpad. Furthermore, the Geometer’s Sketchpad showed a positive impact on students’ achievement in Geometry as indicated in the increase of their posttest scores. The researcher then recommends that mathematics teachers may consider utilizing technological tools like the Geometer’s Sketchpad in discussing lessons in Geometry and other mathematics subjects to improve not only their students’ mathematics achievement but also for students’ attitude towards mathematics and technology.

Keywords:
achievement geometer’s sketchpad attitude towards technology mathematics attitude

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]  Awe, W.G. (2007). How Geometer’s Sketchpad Improves Student Learning, Retrieved online from www.faculty.bemidjistate.edu dated August 23, 2016.
 
[2]  Choi-Koh, S.S. (1999). A student's learning of geometry using the computer, Journal of Educational Research, 92 (5) (1999), pp. 301-331.
 
[3]  Dekker, D., (2011). “Effect of Geometer’s Sketchpad on Student Knowledge and Attitude” (2011).Master of Education Program Theses. Paper 37.
 
[4]  Hollebrands, K. F. (2003), Preparing to Teach Mathematics with Technology.
 
[5]  Jackiw, N. (2002). Sketchpad in Algebra: The case of slope. Retrieved online in January 2006 from http://www.ict-education.com.
 
[6]  Meng, C.C. & Lim Chap Sam (2011). Encouraging the Innovative Use of Geometer’s Sketchpad through Lesson Study, Creative Education 2011. Vol.2, No.3, 236-243.
 
[7]  Nurulhidayah Lucy (2001). The Effectiveness of Using Dynamic Geometric Software on Students’ Achievement in Geometry. University of Malaya.
 
[8]  Thaller, J. (2005). The Effect of Geometer’s Sketchpad on Seventh Graders’ Understanding of Area and Perimeter. Retrieved from www.ase.tufts.edu. Date August 2016.
 
[9]  Teoh B.T & Fong S.F. (2005). The Effects of Geometer’s Sketchpad and Graphic Calculator in the Malaysian Mathematics Classroom. School of Educational Studies, Universiti Sains Malaysia. Retrieved online in March 2006. http://pppjj.usm.my/mojit
 
[10]  Von Glasersfeld, E. (1995). Radical constructivism: A way of knowing and learning. London, UK: Falmer Press.