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RESEARCH PAPER
Instructional use of Geometer’s Sketchpad and students geometry learning motivation and problem-solving ability
1
Fitche College of Teacher Education, Oromia, ETHIOPIA
2
Addis Ababa University, Addis Ababa, ETHIOPIA
Publication date: 2022-12-12
EURASIA J. Math., Sci Tech. Ed 2022;18(12):em2201
KEYWORDS
ABSTRACT
This study investigated Geometer’s Sketchpad (GSP) supported instruction and students’
geometry learning motivation and problem-solving ability (PSA). A pre-/post-test quasi-experimental design with non-equivalent comparison groups was used on two intact groups of
grade 9. An instruction of four weeks’ duration was given to the intervention group. The
motivation measuring questionnaire, self-efficacy measuring questionnaire, effort measuring
questionnaire, and PSA measuring questions were used to collect data. The internal consistency
reliability was above 0.8 for each questionnaire. Paired and independent sample t-tests, ANOVA,
and regression analysis were used. Findings indicated a statistically significant difference between
the intervention and comparison groups and achiever levels after the treatment in both
motivation and PSA, and a high correlation was observed between motivation and problem-solving. Components of motivation significantly accounted for both motivation and PSA. The use
of GSP-supported instruction is recommended to improve students’ motivation and problem-solving abilities.
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