The Effects of ‘Geometry Sketchpad’ on Grade 12 Learners’ Performance in Geometry

Leena Ngonyofi Kanandjebo; Elizabeth Ndeukumwa Ngololo

doi:10.29333/iejme/645

Full Text (PDF)

Leena Ngonyofi Kanandjebo, Elizabeth Ndeukumwa Ngololo

More Detail

Abstract

Learners at Grade 12 level persistently show a weak conceptual understanding of geometric concepts (DNEA, 2011, 2012, 2014). The study was guided by Bruner’s (1960) Constructivist Theory, using Understanding by Design teaching approach to explain Geometrical concepts. The study was qualitative, using non-equivalent pre-test and post-test quasi-experimental design. Cluster random sampling was used to select a sample of 176 Grade 12 learners from two purposively selected secondary schools. The findings revealed that at 95% confidence level.

Keywords

ICT-driven pedagogy
Geometry
performance
Geometer’s Sketchpad (GSP)
Understanding by Design (UbD)

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2017, Volume 12, Issue 3, 735-747

https://doi.org/10.29333/iejme/645

Publication date: 15 Nov 2017

Article Views: 2986

Article Downloads: 3024

Open Access References How to cite this article

References

Bruner, J. (1960). The process of Education. Cambridge, MA: Harvard University Press. Retrieved from, http://ti.psychology.org/bruner.html
Clayton, S. (2011). Understanding by Design: Designing Learning, Assessment and Teaching for Understanding. Retrieved from, http://www.ascdsingapore.org/images/Vol16pg63-66.pdf
Cohen, L., Manion, L., & Morrison, K. (2011). Research Methods in education (7th ed.). Canada: Routledge.
DNEA. (2011). Examiner’s report: Mathematics NSSC core and extended examinations. Windhoek: DNEA.
DNEA. (2012). Examiner’s report: Mathematics NSSC core and extended examinations. Windhoek: DNEA.
DNEA. (2013). National and regional Distribution of Symbols November 2012 NSSC Ordinary level (Gd. 12) Full Time. Retrieved from, http://www.dnea. gov.na/stats/ Reports/201312/Ordinary/distr_4.pdf
DNEA. (2014). Examiner’s report: Mathematics NSSC core and extended examinations. Windhoek: DNEA.
DNEA. (2014). National and regional Distribution of Symbols November 2014 NSSC Ordinary level (Gd. 12) Full Time. Retrieved from, http://www.dnea. gov.na/stats/ Reports/201412/Ordinary/distr_4.pdf
EMIS. (2014). Education statistics. Windhoek: Directorate of Planning and Development: Ministry of Education.
Gay, L. R., Mills, G. E., & Airasian, P. (2009). Educational research. Competencies for analysis and applications (9th ed.). New Jersey, USA: Pearson Education Inc.
Idris, N. (2009). The Impact of Using Geometers’ Sketchpad on Malaysian Learners’ Achievement and Van Hiele Geometric Thinking. Journal of Mathematics Education. 2(2), 94-107.
Karue, N., & Amukowa, W. (2013). Analysis of Factors that Lead to Poor Performance in Kenya Certificate of Secondary Examination in Embu District in Kenya. Retrieved from, http://www.tijoss.com/TIJOSS%2013th%20Volume/Amukowa.pdf
Keskin, S. (2006). Comparison of several Univariate normality tests regarding Type I Error and power of the test in simulation based small samples. Journal of Applied Science research 2(5), 296-300.
Mateya, M. (2008). Using the Van Hiele theory to analyse geometrical conceptualisation in Grade 12 learners: A Namibian perspective. Published Master’s thesis, Rhodes University, Johannesburg.
McTighe, J., & Wiggins, G. (2012). Understanding by Design framework. Retrieved from http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf
Myers, R.Y. (2009). The Effects of the Use of Technology In Mathematics Instruction on Learner Achievement. Published PhD Dissertations. Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/136.
National Institute for Educational Development (NIED). (2010). Namibian Secondary School Certificate Mathematics Syllabus Ordinary level. Okahandja: NIED.
Ngololo, E. N., Howie, S. J., & Plomp, T. (2012). An evaluation of the implementation of the National ICT Policy for Education in Namibian rural science classrooms. African Journal of Research in MST Education,16(1), 4–17.
Ogdol, E.,R., & Lapinid, M., R. (2013). Developing students’ Mathematical understanding on linear equations in two variables using a UbD unit plan. Paper Presented at Research Congress, March 7-9, 2013. De La Salle University Manila. Retrieved from http://www.dlsu.edu.ph/conferences/dlsu_research_congress/2013/_pdf/LLI/LLI-II-014.pdf
Pearson, E., Dorrian, J., & Litchfield, C. (2011). Harnessing Visual Media in Environmental Education: Increasing Knowledge of Orangutan Conservation Issues and Facilitating Sustainable Behaviour through Video Presentations. Environmental Education Research, 17(6), 751-767.
Perry, M. J. M. (2013). Effects of Visual Media on Achievement and Attitude in a Secondary Biology Classroom. Published Master’s thesis. Ohio University.
Roblyer, M. D., Edwards, J., & Havriluk, M. A. (2010). Integrating educational technology in teaching. Colombus, OH: Merrill.
Simataa, A., & Simasiku, L. (2012). An analysis of the management of the Namibian information communication technology school curriculum planning. International Journal of Global education, 1(2), 7-14.
Social Studies Center for Educator Development (SSCED). (1999). Texas Social Studies Framework, Kindergarten-Grade 12: Research and Resources for Designing a Social Studies Curriculum. Austin, TX: Texas Education Agency.
United Nations. (2015). Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Retrieved from, https://sustainabledevelopment.un.org/sdg4
Wenglinsky, H. (1998). Does it compute? The relationship between educational technology and student achievement in Mathematics. New Jersey: Educational Testing Service.
Wiggins, G., & McTighe, J. (2003). Understanding by Design framework. Retrieved from, http://www.ascd.org/readingroom/books/wiggins98book.html#chap1
Wiggins, G., & McTighe, J. (2005). Understanding by design. Alexandria, VA: ASCD.

How to cite this article

APA

Kanandjebo, L. N., & Ngololo, E. N. (2017). The Effects of ‘Geometry Sketchpad’ on Grade 12 Learners’ Performance in Geometry. International Electronic Journal of Mathematics Education, 12(3), 735-747. https://doi.org/10.29333/iejme/645

Vancouver

Kanandjebo LN, Ngololo EN. The Effects of ‘Geometry Sketchpad’ on Grade 12 Learners’ Performance in Geometry. INT ELECT J MATH ED. 2017;12(3):735-47. https://doi.org/10.29333/iejme/645

AMA

Kanandjebo LN, Ngololo EN. The Effects of ‘Geometry Sketchpad’ on Grade 12 Learners’ Performance in Geometry. INT ELECT J MATH ED. 2017;12(3), 735-747. https://doi.org/10.29333/iejme/645

Chicago

Kanandjebo, Leena Ngonyofi, and Elizabeth Ndeukumwa Ngololo. "The Effects of ‘Geometry Sketchpad’ on Grade 12 Learners’ Performance in Geometry". International Electronic Journal of Mathematics Education 2017 12 no. 3 (2017): 735-747. https://doi.org/10.29333/iejme/645

Harvard

Kanandjebo, L. N., and Ngololo, E. N. (2017). The Effects of ‘Geometry Sketchpad’ on Grade 12 Learners’ Performance in Geometry. International Electronic Journal of Mathematics Education, 12(3), pp. 735-747. https://doi.org/10.29333/iejme/645

MLA

Kanandjebo, Leena Ngonyofi et al. "The Effects of ‘Geometry Sketchpad’ on Grade 12 Learners’ Performance in Geometry". International Electronic Journal of Mathematics Education, vol. 12, no. 3, 2017, pp. 735-747. https://doi.org/10.29333/iejme/645