Investigating Gender Differences in Using Geogebra Software at the Senior High School Level
Publication Date: 29/11/2023
Author(s): Vincent Kofi Akwensi, Muddey Donne Komla, John Asibuo Boakye, Abdulai Mumuni Abugri, Philip Ndebugre Akuka Apam.
Volume/Issue: Volume 3 , Issue 1 (2023)
Abstract:
The study aimed to investigate the effects of GeoGebra software on students’ performance based on gender in mensuration at the Senior High School Level. Research hypothesis was used to conduct the study. Quasi-experimental (pretest-posttest design) was used in this quantitative study. Tests were used to collect data for the study and the collected data was analyzed using Statistical Package for Social Sciences (SPSS). It was therefore concluded that both genders are of the same academic abilities in geometry. It was also revealed that performances of students based on gender were not significantly different, which showed that both genders performed equally. Also, GeoGebra as a teaching and learning tool enhanced students' performance in mathematics. It was therefore recommended that the use of GeoGebra should be made to part of the Senior High School Curriculum and teachers should be sensitized about the essence of the use of technological tools in teaching mathematics.
Keywords:
Gender, GeoGebra Software, Academic Performance.
