Geogebra-assisted instruction improves overall post-test scores on applications of derivative¶

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 with Geogebra achieved significantly higher overall ADT post-test scores than control students (M=14.73 vs M=11.88), t(53)=2.187, p=.033. → 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

Independent samples t-test on overall ADT post-test scores in the true experimental design (n=55) showed a 2.85-point mean difference favoring the Geogebra group; the author notes this difference came mainly from conceptual knowledge scores.

"there was a statistically significant mean difference for students’ overall scores in Geogebra group (M=14.73, SD=4.897) and that in control group (M=11.88, SD=4.658); t(53)=2.187, p=.033"

Discussion¶

Related Claims¶

• Geogebra-assisted instruction improves conceptual knowledge of applications of derivative compared to traditional instruction — related
• Geogebra-assisted instruction shows no significant effect on procedural knowledge of applications of derivative — related
• GeoGebra instruction with guided discovery worksheets produced significantly higher quadratic functions achievement than textbook-based instruction in a randomized pretest-posttest experiment — related
• Year 9 students learning circles with GeoGebra significantly outperformed the control group on the post test — related
• Secondary students taught in an e-classroom with ICT resources significantly outperform students taught by conventional methods on post-test achievement — related