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Use of Geometer’s Sketchpad to enhance the learning of geometry among low-achieving secondary one students
Author
Puranadharshini P Pillai
Supervisor
Leong, Yew Hoong
Abstract
Although previous research showed that the use of dynamic geometry software had a positive effect on the students' achievement, there were challenges in integrating it into the curriculum and in teaching low-achievers. This research aimed to study if low-achieving Secondary One students improved in their geometrical competence after exposure to a series of Geometer’s Sketchpad infused lessons and the challenges faced by the teacher when integrating it into the local curriculum of low-achievers. A pre-existing class of 40 low-achieving Secondary One students, from a local neighbourhood school, was exposed to 15 Geometer’s Sketchpad infused lessons. The van Hiele Geometry Test was administered as the pre-/posttest. The teacher kept a journal in which personal reflections regarding the lessons and the students' performance in their written work were recorded. Results of the Wilcoxon Signed-rank test showed that Wilcoxon T. the critical value, rejecting the null hypothesis and thereby providing evidence at the 0.025 level of significance to conclude that the exposure to GSP-infused lessons did improve the geometrical competence of low-achieving Secondary One students with a medium effect size. Though the teacher managed to complete the syllabus within the time frame, late starts were inevitable. Technical glitches were unpredictable but the use of the “Aristoclass" software greatly facilitated the monitoring of the class during computer activities. Though students welcomed the learning experiences on Geometer’s Sketchpad, they realised that they still had to do written work especially exam-like problems. Students appreciated clear-cut learning objectives and tasks, but their initiatives showed they could be trusted upon to use the Geometer’s Sketchpad tools to measure and calculate. Making unplanned discoveries, such as the infiniteness of the “line" and how one special quadrilateral could be dragged to form another, made learning more meaningful. Lastly, students generally found pair work beneficial.
Date Issued
2011
Call Number
QA462.2.C6 Pur
Date Submitted
2011