THE EFFECTIVENESS OF USING GEOGEBRA AND GRAPES ON STUDENTS’ ACHIEVEMENT IN THE TEACHING AND LEARNING OF MATHEMATICS IN SECONDARY SCHOOLS IN BOMET COUNTY, KENYA

Langat Richard Kipng’etich, Mukwa Chris Wekesa, Too Jackson Kiprop

Abstract


Mathematics teaching and learning are crucial to the future of Kenya’s knowledge economy and deserve a special focus in our education system. The objective of the study was to determine the effectiveness of using Grapes and GeoGebra on students’ learning of graphs as compared to the traditional approach. This study was guided by Technology Acceptance Model (Davis, 1989). Technology Acceptance Model (TAM) explains computer-usage behavior that relates to reasons why some people use computers and their attitudes towards them. This study adopted Solomon four group experimental research design. The respondents were selected using both stratified and simple random sampling. Data was collected through the use of students’ questionnaires, pre-test and post-test. Analysis of data was done using both descriptive and inferential statistics. For descriptive statistics, frequency tables, means and percentages were used. Anova, t-test and Multiple Regression Analysis were employed for the inferential statistics. The study found out that the students who were taught using Grapes and GeoGebra performed much better than those who were taught using the conventional method. It is recommended that ICT integration in the teaching of Mathematics should be included in the curriculum of pre-service teachers at the university level.

 

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GeoGebra, Grapes, achievement, Mathematics

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DOI: http://dx.doi.org/10.46827/ejes.v10i9.4968

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