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International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education Indexed in ESCI
The Effects of ‘Geometry Sketchpad’ on Grade 12 Learners’ Performance in Geometry
Leena Ngonyofi Kanandjebo, Elizabeth Ndeukumwa Ngololo
APA
In-text citation: (Kanandjebo & Ngololo, 2017)
Reference: 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
AMA
In-text citation: (1), (2), (3), etc.
Reference: 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
In-text citation: (Kanandjebo and Ngololo, 2017)
Reference: 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
In-text citation: (Kanandjebo and Ngololo, 2017)
Reference: 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
In-text citation: (Kanandjebo and Ngololo, 2017)
Reference: 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
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: 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

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)

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