Use of Desmos Graphing Calculator in Teaching Geometry and its Effect on Secondary Schools Learners’ Conceptual Understanding, Kiambu County, Kenya
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Date
2024-04
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Kenyatta University
Abstract
The use of Desmos Graphing Calculator (DGC) software in secondary schools’ geometry education has the potential to improve learners’ conceptual understanding. Geometry is one of the strands in mathematics where students struggle. Over time, a variety of tools and initiatives have been employed to aid pupils in understanding geometry concepts. In this regard, the study’s purpose was to establish the effect Desmos Graphing Calculator has on secondary school learners’ conceptual understanding of geometry when used. Furthermore, the objectives of the study were (a) to establish the effect Desmos Graphing Calculator has on learners’ conceptual understanding of geometry; (b) to determine the effect of DGC on learners’ conceptual understanding of geometry by gender; (c) to assess the level of learners’ preparedness to use Desmos Graphing Calculator in the learning of geometry in secondary schools; and (d) to evaluate the level of teachers’ preparedness in using Desmos Graphing Calculator in the teaching of geometry in secondary schools, Kiambu County, Kenya. The study participants were 176 students and four (4) teachers. A purposive sampling technique was employed to select four (4) schools as samples, which were divided into two control and two experimental groups. The research adopted the Technology Acceptance Model, of which a quasi-experimental research design was used with pre-post testing procedures. A quantitative method was used, and data were gathered through questionnaires and achievement tests. Pilot testing was done with two secondary schools in Kiambu County with traits resembling the sample schools, which validated the research’s instruments. For reliability, the Cronbach's alpha coefficient of .813 was found. The SPSS version 25 was used to analyze the data discrepancies between the groups' means, which took into consideration α=.05 as the level of significance. The results showed that the experimental and control groups' conceptual understanding post-test mean scores differed significantly at μ=38.34. Meanwhile, with a 0.07 achievement gap between male and female students, the post-test favored the male students. All four teachers and 146 (83.0%) of the students stated that they are prepared to use DGC in the teaching and learning of geometry. These results led to the conclusion that when DGC is used in geometry instruction by mathematics teachers, enhances students' conceptual understanding. Finally, since DGC is a significant contribution to the teaching and learning of geometry for educational policymakers, the study therefore recommends it and should serve as the foundation for further investigation.
Description
A Research Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education in the School of Education, Kenyatta University, April, 2024
Supervisor:
1.Miheso- O’Connor, Marguerite
2.Grace N. Orado