Abstract:
The study sought to find out the effects of GeoGebra on the academic
achievement of Junior High School (JHS) students in Rigid Motion in some
selected schools in the Greater Accra Metropolis. The Solomon four-group
design was used as the research design. Students from four comparable
schools were purposefully selected as the control and experimental groups for
the study. The difference in the performance of students when taught using the
traditional method and when taught with GeoGebra was the main objective of
the study. The current study used a mixed methods design of qualitative and
quantitative approaches to explore the effect of the use of GeoGebra on
students’ academic performance. The instruments for data collection were test
and questionnaire items. The population was the Junior High School 2 (JHS 2)
students in Sunflower School, Saint Theresa’s School, The Rock School and
God’s Grace School. The data obtained were analyzed with both descriptive
and inferential statistics. The independent variable in this study was the use of
GeoGebra in the teaching of rigid motion, while dependent variable is the
achievement of students in rigid motion. The data obtained was analyzed with
the help of descriptive and inferential statistics for the uptake of technology.
The study found out that GeoGebra would help improve the students’
understanding of rigid motion and hence improve performance. The study
recommends that GeoGebra be used in teaching and learning of rigid motion
in Junior High Schools. The findings of this study will be useful to
Mathematics Education, Mathematics teachers, students and the school’s
administration.
