The Effectiveness of Geogebra in the Teaching of Elementary Algebra at St Theresa’s College Ghana

Maxwell Seyram Kumah, Nduka Wonu

Abstract


This study investigated the effectiveness of Geogebra-Plus-Lecture model on the Elementary Algebra Achievement of the students in St Teresa’s College. The Posttest only experiment design was adopted. A total of 58 students took part in the study. The average age of the students was 23 years.  A researcher-designed Elementary Algebra Test (EAT) was used for data collection. The EAT was validated by experts in Mathematics Education. The study was guided by two research questions and two hypotheses. The research questions were answered using mean and standard deviation whereas the Analysis of variance (ANOVA) was used to test the hypotheses. The findings among others were that: There was a significant effect of Geo-Gebra-Plus-Lecture Model on the Elementary Algebra Achievement of students (F1, 56=4.260, p<.05) and the age of students did not influence their learning achievement of Elementary Algebra (F1, 28=.370, p>.05). It was recommended that Mathematics tutors should expose students to more problem-solving classrooms supported by mathematical software such as Geogebra and Sketch Pad among others to help the learners in their learning process


Keywords


ICT, Algebra, Concept, Understanding, College of Education.

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References


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DOI: http://dx.doi.org/10.52155/ijpsat.v23.2.2397

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