dc.contributor.advisor |
Machaba, France
|
|
dc.contributor.author |
Tola Bekene Bedada
|
|
dc.date.accessioned |
2022-01-26T06:51:13Z |
|
dc.date.available |
2022-01-26T06:51:13Z |
|
dc.date.issued |
2021-08 |
|
dc.identifier.uri |
https://hdl.handle.net/10500/28477 |
|
dc.description.abstract |
With the rapid growth of technology in the 21st century, traditional teaching and learning methods
are considered outdated and not suitable for the active learning processes of the constructivist
learning approach. The adjustment of existing methods and the development of new ones to
teach and learn calculus with the help of technology is needed. This study aimed to investigate
the effect of the use of GeoGebra mathematical software on university students’ learning of
calculus. It explored the effect of using GeoGebra Mathematical software on students’
proficiency in calculus and students’ attitudes to using GeoGebra software to learn calculus. To
improve the learning process, the study developed a cycle model that posits nine steps. This
cycle was implemented in the study. To achieve the goal of the study, a mixed research
methodology was employed. In the quantitative part of the study, a quasi-experiment with a pretest
post-test design and questionnaires was used. A case study was used to collect data for the
qualitative part of the study. The study was conducted at a university in the Southern Nations
and Nationalities region of Ethiopia. The data were collected over four weeks in semester two of
the 2020/2021 academic year. The quantitative data were analysed using SPSS version 27 while
the qualitative data were coded into themes and analysed using computer software ATLAS.ti 9.
The results indicated that the GeoGebra classroom-oriented approach to learning differential
calculus with the use of the developed cycle model had a more positive effect on students’
conceptual and procedural understanding when compared to students who were taught using a
traditional teaching approach. Students in the experimental group showed greater improvement
in procedural understanding, with an effect size of d = 1.2 and a percentile gain of 49%; in
conceptual understanding of differential calculus, however, the students showed only slight
improvement with an effect size of d = 0.02 and a percentile gain of 2%. Students expressed positive perceptions towards the use of GeoGebra for learning differential calculus. While the
GeoGebra oriented learning approach to calculus has the potential to improve proficiency, it
remains critically important that it should be designed (cycle model) and aimed to fill a specific
gap. Based on the results, additional imperatives for practice and future research are
recommended. |
en |
dc.format.extent |
1 online resource (xi, 233 leaves) : illustrations (chiefly color), graphs (chiefly color), color photograph |
|
dc.language.iso |
en |
en |
dc.subject |
Cycle Model |
en |
dc.subject |
Calculus |
en |
dc.subject |
Ethiopia |
en |
dc.subject |
GeoGebra |
en |
dc.subject |
Perceptions |
en |
dc.subject |
Student proficiency |
en |
dc.subject.ddc |
515.0711633 |
|
dc.subject.lcsh |
Calculus -- Study and teaching (Higher) -- Ethiopia -- Hosa'ina -- Case studies |
en |
dc.subject.lcsh |
Calculus -- Ethiopia -- Hosa'ina -- Computer-assisted instruction -- Case studies |
en |
dc.subject.lcsh |
Computer-assisted instruction -- Ethiopia -- Hosa'ina -- Case studies |
en |
dc.title |
The use and effect of Geogebra software in Calculus at Wachemo University, Ethiopia : an investigation |
en |
dc.type |
Thesis |
en |
dc.description.department |
Mathematics Education |
en |
dc.description.degree |
Ph. D. (Mathematics Education) |
|