GEOGEBRA INTERVENTION: HOW HAVE STUDENTS’ PERFORMANCE AND CONFIDENCE IN ALGEBRA ADVANCED?

Authors

  • Jupeth Pentang Western Philippines University
  • Lovely Joyce Azucena
  • Precious Joy Gacayan
  • Mary Angela Tabat
  • Katherine Cuanan

DOI:

https://doi.org/10.55687/ste.v1i1.17

Keywords:

Algebra, Classroom Intervention, Confidence, GeoGebra, ICT Integration, Mathematics Education, Technology

Abstract

The study’s goal was to provide an educational intervention in Algebra through GeoGebra that would boost students’ confidence, improve their learning, and correct their most minor mastered skills, allowing them to improve their Algebra performance. The research design was quasi-experimental, with 40 nonrandomly chosen participants comprising the GeoGebra and control groups. Mean and standard deviation was employed to describe the algebra performance and confidence of the respondents, while independent and dependent t-tests to determine the students’ significant difference in algebra performance and confidence in the pre-and post-test between the control and GeoGebra groups. GeoGebra effectively improved algebra confidence, enhanced learning, and remedied the students’ least mastered skills. GeoGebra is recommended as an instructional material in teaching and learning Algebra and can be extended to other mathematics content areas.

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Published

2022-11-20

How to Cite

Pentang, J., Azucena, L. J., Gacayan, P. J., Tabat, M. A., & Cuanan, K. (2022). GEOGEBRA INTERVENTION: HOW HAVE STUDENTS’ PERFORMANCE AND CONFIDENCE IN ALGEBRA ADVANCED?. Studies in Technology and Education, 1(1), 51–61. https://doi.org/10.55687/ste.v1i1.17

Issue

Vol. 1 No. 1 (2022): Studies in Technology and Education (STE)

Section

Articles

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