Using geogebra to teach grade 11 analytical geometry to enhance performance in Bohlabela District of Mpumalanga province

Abstract

The objectives behind the study were, firstly, to investigate the effectiveness of using GeoGebra in teaching Grade 11 Analytical Geometry to enhance learner performance. The research tested the alternative hypothesis (H₁): The use of GeoGebra significantly enhanced learner performance in Grade 11 Analytical Geometry. However, the control group used examples in the textbook and lessons were delivered in the traditional way while experimental group used GeoGebra. The study was grounded in Van Hiele’s theory, learners develop their knowledge of Analytical Geometry following five levels including visualisation, analysis, abstraction, deduction and rigor. of geometric thought and Vygotsky’s Zone of Proximal Development (ZPD), which provided a theoretical framework for understanding learning progression and scaffolding in geometry education. An explanatory sequential mixed-methods design was employed, combining quantitative and qualitative approaches. Purposive sampling was used to select 80 learners, 40 from an experimental group (taught using GeoGebra) and 40 from a control group (taught conventionally). The findings aimed to determine whether GeoGebra-based instruction led to statistically significant improvements in learner performance compared to traditional methods. The pre-test and post-test were administered to both study groups to assess significant differences following the intervention. Lesson observations were conducted during the intervention, alongside semi-structured interviews with learners before and after implementation. Question coefficients were used to evaluate difficulty levels in the pre-test and post-test, with positive values indicating underperformance and negative values reflecting good performance. The results, analysed at a 95% confidence level (𝑝 < 0.05), revealed statistically significant differences in performance between the two schools across both assessments. The coefficients determined the significance of pre-test and post-test outcomes between the groups. The study found a statistically significant difference in performance between the experimental and control groups, with the experimental group (coefficient = -5.891852) outperforming the control group (coefficient = 5.2511648) at p < 0.05 (p = 0.000). Additionally, the experimental group showed significant improvement in the post-test (coefficient = -5.891852) compared to the pre-test (coefficient = 12.569011) following the GeoGebra intervention (p < 0.05, p = 0.000). The results from pre- and posts-tests demonstrated that GeoGebra effectively enhanced learner performance in Analytical Geometry. Teacher interviews further supported this conclusion, confirming that the intervention led to improved learner outcomes. Based on these results, the study recommends that mathematics teachers integrate GeoGebra into their instructional strategies for teaching Analytical Geometry.