Abstract: Mathematical knowledge and understanding is important not only for scientific progress and development but also for its day-to-day application in social sciences and arts, government, business and management studies as well as household chores. However, the general performance in school mathematics in Kenya has been poor over the years. The purpose of this study was to explore the effectiveness of using Geogebra Instruction Software as a pedagogical tool in secondary school mathematics, as contrasted to conventional teaching methods on student’s achievement. The theoretical framework which guided this study was the information processing theory. The study adopted quasi-experimental, utilizing pretest posttest nonequivalent group design. The target population for the study was all the 240 form two students in the 8 secondary schools in Kakamega Central Sub-county. Purposive sampling, Proportionate stratified sampling and simple random sampling was used to select the schools and the students who took part in the study. Mathematics Achievement Test (MAT) was used to collect data. The data was analysed using both descriptive and inferential statistics. The findings revealed that there was a significant difference in achievement of students taught using Geogebra and those taught using conventional teaching methods. There was significant difference between the mean scores of the two treatment groups (E1 and E2), the mean scores of the control groups (C1 and C2) were significantly different from those of the former with respect to the mathematics achievement test (MAT). Based on the findings, it was concluded that Geogebra exhibited higher quality and optimum learning in present times. As a pedagogical tool it not only enhances mastery of content but also improves on learners’ retention rate and increases their involvement in problem solving. These factors contribute heavily towards better performance in Mathematics.
Keywords: Achievement, Instruction, Software, Geogebra and cognitivists.
Title: Geogebra Instruction Software and Its Effect on Students’ Achievement in Mathematics in Secondary Schools of Kakamega County, Kenya
Author: Omolo Hesborne Otieno, Professor Dickson S. Owiti, Dr. Martin M. Wanjala
International Journal of Interdisciplinary Research and Innovations
ISSN 2348-1218 (print), ISSN 2348-1226 (online)
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