Geogebra-assisted instruction improves conceptual knowledge of applications of derivative compared to traditional instruction¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students taught applications of derivative with Geogebra scored significantly higher on conceptual knowledge questions than students taught traditionally (M=7.26 vs M=5.33), t(53)=2.786, p=.007. → Ocal 2017

Evidence¶

Ocal 2017¶

Mehmet Fatih Ocal. (2017). The Effect of Geogebra on Students’ Conceptual and Procedural Knowledge: The Case of Applications of Derivative. Higher Education Studies, 7(2). https://doi.org/10.5539/hes.v7n2p67

q3 · i? · causal · r2

True experimental pre-test post-test control group study with 31 experimental and 24 control second-grade pre-service mathematics students; independent samples t-test on post-test conceptual knowledge questions of the Applications of Derivative Test showed a "statistically significant difference" favoring Geogebra, with a 1.99-point mean difference.

"there was a statistically significant difference in the mean scores for students’ conceptual knowledge scores from post-tests for the Geogebra group (M=7.26, SD=2.503) and the control group (M=5.33, SD=2.590); t(53)=2.786, p=.007"

Discussion¶

Related Claims¶

• Geogebra-assisted instruction improves overall post-test scores on applications of derivative — related
• Geogebra-assisted instruction shows no significant effect on procedural knowledge of applications of derivative — related
• Year 9 students learning circles with GeoGebra significantly outperformed the control group on the post test — related
• GeoGebra instruction with guided discovery worksheets produced significantly higher quadratic functions achievement than textbook-based instruction in a randomized pretest-posttest experiment — related