GeoGebra and Students' Learning Achievement in Trigonometric Functions Graphs Representations and Interpretations

Autor/inn/en	Mosese, Nthabiseng; Ogbonnaya, Ugorji I.
Titel	GeoGebra and Students' Learning Achievement in Trigonometric Functions Graphs Representations and Interpretations
Quelle	In: Cypriot Journal of Educational Sciences, 16 (2021) 2, S.827-846 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mosese, Nthabiseng) ORCID (Ogbonnaya, Ugorji I.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-905X
Schlagwörter	Educational Technology; Mathematics Activities; Mathematics Achievement; Trigonometry; Grade 12; High School Students; Pretests Posttests; Electronic Learning; Foreign Countries; Instructional Effectiveness; South Africa + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Trigonometrie; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Unterrichtserfolg; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Making connections between the representations of trigonometric functions and an interpretation of graphs of the functions are major challenges to many students. This study explores the effectiveness of the GeoGebra on grade 12 students' success in making connections between the representations of trigonometric functions and the interpretation of graphs. A nonequivalent control-group pre-test post-test quasi-experimental design was used. The sample of the study consisted of sixty-one grade 12 students from two schools. The results showed that there was a statistically significant difference between the mean achievements of the experimental group and the control group on making connections between representations of trigonometric functions, and on analyses and interpretations of representations of trigonometric functions, in favour of the experimental group. This study extends the findings of previous studies on the effectiveness of dynamic mathematics software on students' learning of representations and interpretation of graphs of trigonometric functions. (As Provided).
Anmerkungen	Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi. Sht. Ilmiye Sakir Sokak, No: 9, Ortakoy, Lefkosa, 2681, Cyprus. e-mail: editor.cjes@gmail.com; Web site: http://www.cjes.eu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01