EJ1251616.pdf - Malaysian Online Journal of Educational...

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Malaysian Online Journal of Educational Technology2020(Volume 8- Issue 2 )The Effect of Dynamic GeometrySoftware Geometer's Sketchpad onStudents’ Achievement in Topic Circleamong Form Two StudentsNanteni Ganesan[1],Leong Kwan Eu[2][1] Faculty of EducationUniversty of Malaya[email protected][2] Faculty of EducationUniversity of Malaya[email protected]ABSTRACTThis aim of this study is to identify the effectiveness of the use of Geometer’sSketchpad (GSP) in the teaching of circle among Form Two students. The quasi-experimental study was to investigate the following two aspects, namely theeffectiveness of GSP on learning Circle and a survey instrument was used to elicitstudents’ perception on the use of GSP. About 82 students from two classesselected randomly and divided into a treatment group and control group. Theresults showed that students exposed to the use of GSP obtained significantlybetter mean test scores compared to the students in the control group whichlearned in traditional method without any intervention. Therefore, using GSP inteaching and learning the circle properties had improved students understanding.Analysis of the questionnaire was a positive feedback on the use of Geometer'sSketchpad in learning circle.Metin girmek için burayı tıklatın.Keywords:Geometer’s sketchpad, Circle, Mathematical software, LowersecondaryINTRODUCTIONMathematics is a core subject in secondary schools and covers many aspects. The content of thesyllabus of Mathematics Secondary School Integrated Curriculum (KSSM, 2016) covers the knowledge andskills of three interrelated areas namely, Number, Shape & Space and Relationship & Statistics. According toOwens and Outhred (2006) one of the most important topics in the mathematics curriculum is Geometrybecause it is a rich source of visualization for arithmetical, algebraic and also statistical concepts. It isimperative for educators to look at ways to enhance the teaching and learning of circle, which is fundamentalat the secondary level. Thus, mastery of geometry knowledge should be enhanced from time to time in orderto provide the societies to meet the needs of development and establish a developed country (Ojose, 2011).Geometry is connected to every component in the mathematics curriculum and to a multitude ofsituations in real life; hence students require better understanding in geometry (Erdogan, Akkaya, & CelebiAkkaya, 2009; Yegambaram & Naidoo, 2010). Many teachers have observed that students have numerousmisconceptions about geometry when a teacher discusses a geometry proof problem in class such as lack ofbackground knowledge, reasoning and basic operation mistakes (Lavy & Leron, 2004; Özerem, 2012).Because of the misconceptions, students had difficulties to manipulate and understand circle properties(Prescott, Mitchelmore, & White, 2002). Zanzali and Nam (2000) & Heong (2005) stated that along with thesedifficulties, Malaysian students' mastery of problem-solving is still low and there is a need for teachers to

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