The Impacts of Using GeoGebra On Students' Perceptions and Achievement in Learning Geometric Transformations
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This study aimed to contribute to the literature by examining the impacts of using GeoGebra on students' perceptions and achievement in learning geometric transformations. This study contributes to mathematics education and learning environments supported by GeoGebra. This study reviewed the literature on social constructivist learning theory and students' achievement in geometric transformations and perceptions of using GeoGebra. Nonequivalent control groups and a correlational research design were used to answer the research questions. The participants were selected in six geometry classes from 9th-grade and 10th-grade students (n = 131). The method of selecting participants from the population was a convenience sample. The experimental group (n = 66) was taught using GeoGebra. In contrast, the control group (n = 65) was taught without using GeoGebra for a period of five weeks. The data was collected from students' geometric transformations achievement test scores and a questionnaire from the experimental group to measure students' perceptions of using GeoGebra. A Kruskal-Wallis rank test was conducted to assess if there were significant differences in pretest scores between the group levels. The results of the Kruskal-Wallis test were not significant, based on an alpha value of .05, indicating the mean rank of the pretest score was similar for each level of the group. A Kruskal-Wallis rank sum test was conducted to assess if there were significant differences in gained test scores between the levels of the groups. The results of the Kruskal-Wallis test were significant based on an alpha value of 0.05, indicating the mean rank of Gained test score was significantly different between the levels of the groups. The questionnaire revealed information regarding students’ perceptions of using GeoGebra. A Spearman correlation analysis was conducted between students' perceptions of using GeoGebra and their geometric transformations achievement test. A significant positive correlation was observed between perceptions of using GeoGebra and the geometric transformations achievement test, with a correlation of 0.26, indicating a small effect size. The summary statistics and percentages were used for the students' perceptions of using GeoGebra in learning geometric transformations. The results showed positive student perceptions of using GeoGebra in learning geometric transformations. The result also indicated that the GeoGebra helps students learn geometry concepts, visualize geometry content, and makes students more creative. The findings of this study showed that GeoGebra is an excellent tool for learning geometric transformations.