GeoGebra instruction with guided discovery worksheets produced significantly higher quadratic functions achievement than textbook-based instruction in a randomized pretest-posttest experiment¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2018 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Tenth-grade students taught quadratic functions with GeoGebra software and guided discovery worksheets achieved significantly higher achievement scores than control students taught with textbook and paper-pencil methods. → Övez 2018

Evidence¶

Övez 2018¶

Filiz Tuba Dikkartin Övez. (2018). The Impact of Instructing Quadratic Functions with the Use of Geogebra Software on Students’ Achievement and Level of Reaching Acquisitions. International Education Studies, 11(7). https://doi.org/10.5539/ies.v11n7p1

q3 · i? · causal · r2

Pretest-posttest control group experiment with 62 tenth-grade students randomly assigned to groups (31 each). Independent samples t-test on achievement scores: test group gain 2.65 (pretest 0.41 to posttest 3.06) versus control gain 1.1 (0.38 to 1.48), "a significant difference between achievement score averages".

"According to “t” test results, it was observed that there was a significant difference between achievement score averages [t = -5.61; p=.001<.05]. This finding indicates that for students’ achievement level computer –aided education applied in test group was more effective than the technique of text book, paper, and pencil used in the control group."

Discussion¶

Related Claims¶

• Experimental group students reached three of four quadratic functions acquisitions at the .75 criterion level while control students reached none, and neither group reached the fourth acquisition — related
• Secondary students taught in an e-classroom with ICT resources significantly outperform students taught by conventional methods on post-test achievement — a broader claim this one bears on
• TAIA produced higher adjusted post-test scientific achievement than worksheet-supported inquiry, controlling for pre-test and ICT competency — related
• 75% of experimental group students reached the pre-determined quadratic functions acquisitions versus 0% of control group students — a narrower finding that bears on this claim
• Use of the educational software during the experimental stage produced better worksheet grades for the experimental group, with the gap widening from Worksheet 1 to Worksheet 2 — related
• Geogebra-assisted instruction improves overall post-test scores on applications of derivative — related
• Geogebra-assisted instruction improves conceptual knowledge of applications of derivative compared to traditional instruction — related